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Grade 6 – Inquiry Based Unit Karen Wilson

Big Idea/Critical Question / Moral Imperative What impact do my actions have on global change?
•Identified lag in skill •pulling out main ideas and using main and supporting ideas in written text •cycle with scaffolds of graphic organizers and writing frameworks planned •diagnostic given at the beginning •moderation should happen •should establish data walls

Plan

Act

Reflect
•Students complete end evaluative task within culminating •also reflect on delivery and learning of other expectations •see learing within portfolios

Assess
•during daily conversations and activities, teachers monitors use of organizational strategies •working in groups to get build on skills •parallel activites that are not text based also given

Grade 6 – Inquiry Based Unit Karen Wilson

Curriculum Connections Originally, I used Bubblus to mind map the curriculum connections. This is an overview. I like Bubblus, but I wish it had a sharing option that allowed it to go public, beyond the contacts. Reading OE1-read and demonstrate an understanding of a variety of literary, graphics, and info texts using a range of strategies to construct meaning Demonstrate Understanding SE1.4-explain important ideas and supporting details Making Inferences SE1.5-interpretations about texts using stated and implied ideas to support Reading and Evaluating SE1.8-make judgements and draw conclusions Writing OE1-generate, gather, and organize ideas and information to write for an intended purpose and audience Classifying Ideas SE1.4-sort and classify info for writing in a variety of ways Organizing SE1.5-identify and order main ideas and support details with multi-paragraph pieces Form OE2-daft and revise writing, using a variety of info, literary, and graphic forms and stylistic elements appropriate for the purpose and audience SE2.1-write long texts using a range of forms (support about current global issue) Canada and World OE3-explain the relevance to Canada of current global issues and influences Application SE3.4-describe Canada’s participation in international efforts to address current global issues (peacekeeping, environmental initiatives, world wealth initiatives, disaster relief, regulation of child labour, human rights, acceptance of refugees) OE1-identify and describe Canada’s economic, political, social and physical links with US and other regions of the world Knowledge o SE1.2-describe some connections Canada share with the rest of the world (trade, history, geog, tourism, peacekeeping, immigration) Arts All OE3-understand a variety of art forms, traditions, styles from past and present and their social cultural historical contexts

Grade 6 – Inquiry Based Unit Karen Wilson +DRAMA OE1-apply creative process to drama and develop drama works using the elements and conventions of drama SEB1.1-drama exploration and role play with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction, non-fiction sources and diverse communities, times an places (human rights or environmental) Biodiversity OE1-assess human impacts on biodiversity, and identify ways of preserving biodiversity SE1.1-local issues of biodiversity SE1.2-benefits humans and societies gets from biodiversity OE3-demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans SE3.3-describe ways in which biodiversity within a species is important to maintaining the resilience of species Active Living OEA3-participate in activities and factors that encourage participation SEA1.3-factors that motivate activity (availability of programs)

Science

Health and Physed

TLCP NOTES BEFORE BEGINNING  Although the lessons are in an order, they do not have to follow this order. Depending on what interests arrive from the students, and the issues that they may bring up, and based on current events, some lessons may be reordered or take more significance.  As part of the cycle, students should be given daily reflections to think about what they have learned. This is not incorporated into the detail of the lessons as they may take variable amounts of blocked time and days. Ideally, this can be done in the form of a paper or eportfolio.  Although a pre-assessment can be done at the beginning this can be presumed from previous units. For instance, previous cycles also help identify lagging skills.  Since this is an inquiry driven learning, the students will somewhat determine their areas of focus and passion. The following are some ideas for providing resources to the students to direct their learning.  Related resources for this unit have been collected in a diigo list Social Justice Resources  Assessment pieces are coded in green. Purpose of task/Reflection  This cycle would be an engaging and authentic task given its diversity of topics that connect to things students encounter everyday. For instance, the use of food as a starter takes something very ordinary to think of it critically. Similarly, sports, music and drama are integrated from the familiar to deconstructing the ideas. Because it is meant as inquiry-based, it would be authentic and engaging as it is then driven by student choice and interests. As well, there is frequent choice in groupings, process, product and topics.

Grade 6 – Inquiry Based Unit Karen Wilson Diagnostic:  Students have been identified as not being able to sort out key information for the purpose of showing main ideas with supporting facts. (Reading 1.4 and Writing 1.4 and 1.5)  For the diagnostic, students will be expected to create a graphic organizer from reading an article and then write a short persuasive essay.  Article choices for students may include: o Craig Keilburger  www.peaceheroes.com/CraigKielburger/craigkielburgerbio.htm  http://www.metowe.com/speakers/craig-kielburger/ o Nelson Mandela  http://www.nobelprize.org/nobel_prizes/peace/laureates/1993/mandela-bio.html/#  http://www.biography.com/people/nelson-mandela-9397017 o David Suzuki  http://www.davidsuzuki.org/david/  http://www.ascensiongateway.com/quotes/david-suzuki/biography.htm o Students may use the article provided and/or seek additional information including twitter, facebook, youtube. Information used should be recorded in a graphic organizer. o When done the graphic organizer, students are to write a short essay about the history of the person and the contributions to society. Final Culminating Task Evaluation:  Students are to write a short persuasive essay. Choices include: o What impact do my actions have on global change? OR o A prominent person or charity and the how they impact positive change for human rights or the environment. OR o How can my government take action to impact positive change? OR o What can I do to improve the rights of others? How will I do it?  Students must use a graphic organizer to show their organization to the essay format.  They will also use a framework essay organizer (optional).  They will write the essay.

Lesson 1 Concepts

Concept: Products show our global interconnections Assessment

Lang  o Sorting and classifying  o Identifying and ordering ideas   Canada and World  o Links with the rest of the world o Trade o Inter-connections Content Guiding Questions: -What foods and products does Canada import and export? How do products get to us? -What factors influence our choices for the products we buy? -How does knowing about the production of products impact our choices?

Grade 6 – Inquiry Based Unit Karen Wilson Monitoring student conversation and student response Individual, pair and class work Portfolio Exit card

(NOTE: This activity serves as a minds on for the cycle) Students will be given visuals/products. From the different groupings, they will decide what choices they will make and why.  Depending on the season, students are given different fruits or vegetables to choose from for instance, different apples from with the information from the grocery story may be given (kind, price, country of origin) o What influences your choices for what fruit to buy?  3 -5 different chocolate bar choices (1 should be fair trade, one organic, different prices, one or more from different North American companies) o student responses may include: size and cost (unit price), what they have heard (advertising and jingles), the ingredients and label, etc. o Key choices may be posted as a mind map or world wall in a focal part of the class Students are to create a hierarchy of choices showing what personally influences their choices. Depending on student responses, the teacher may extend the learning with further questioning. Example include: o Looking at labels, what are the ingredients? o Where do you think the products are from? o What is the process from the original source to our final product? o How do you think does the work to get our products to us?

Skills of Focus Resources  mind mapping  maps, atlases for visuals of  organizing different countries  food products (with varying labels,)  fruits from grocery store, market or if possible, directly from farm  informational texts and internet  See diigo resources

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Grade 6 – Inquiry Based Unit Karen Wilson    Students may do some further investigating to find answers. Students may also raise further concerns or decisions that go into making decisions. Throughout the unit, other decisions and concerns will be added to the central class area. Assessment for Learning o (Reflection-Exit Card)-Students complete reflections on the influencing choices to present. This may be done in the form of a blog, voicethread, written format, youtube video, etc.

Lesson 2 Concepts  Lang o Sorting and classifying  Science o Djfferent plants (and animals) in their community o Growing of crops, cash cropping, monocultures, crop rotations) o Products from different organism  Canada and the World o Links with the rest of the world o Trade o Inter-connections Content Guiding Questions: -What plants and animals for individuals and our communities? -How does the use of plants affect its how it is ten grown? -How do production practices affect biodiversity? -How can we use our knowledge to sustain biodiversity?

Concept: How our products affect biodiversity Assessment  Monitoring student conversation and student response  Individual, pair and class work  Collaborative mind mapping  3,2,1+1 Exit Card  Portfolio

Skills of Focus  Collaboration  Mind mapping  Searching for relevant info

NOTE: From the reflections and conversations done so far, teachers will understand what teachers already know about some of the interconnections of trade, productions, biodiversity and other issues that have been raised.

Resources  Props included corn on the cob or can of corn, bag of rice, chocolate, bag of sugar, quinoa,  maps, atlases for visuals of different

Working in teacher groups (may be determined by interest or by personalities or by leadership and group attritubes) o Each group will use a mind map to brainstorm ideas generated from thinking about different grains or plants (bag of rice, a cob or can of corn, bad of flour, chocolate, bag of sugar). Other, possibly less familiar products may be introduced including quinoa, plantain, cassava, etc.) o Students can first discuss some of the different ideas that evolve from talking about the product. They can do a group to class sharing at this time. Some category considerations should include: Where it comes from? How it comes to Canada? What food products it goes into? Other non-food uses? o Students may adjust their brainstorming and add categories based on the class discussion. o Resources have been recorded in a diigo list. In groups, students take their mind maps and transfer them to an on-line or computer based version (eg. bubblus, popplet, mindmeister, smart ideas) o Before continuing, the teachers will lead a group to class discussion in co-creating a success criteria for mind mapping. Expected criteria may include:  Solid central idea  At least 3 branches from central idea  Obvious connections or links labeled  Child bubbles or branches support or add extra questions to main idea  Connections made between child bubbles o The goals is for the group to use computer based research and informational texts to add facts to the categories. Students are also reminded to add on concerns/issues to the collective class wall area. From the mind learning from the mind maps, the teacher directs conversation and questioning to concepts of biodiversity o As you may have seen from your research, there are many products that can be made from each grain or ingredient. As a matter of fact, product developers, researches and scientists are always trying to find more uses for the main product. Why? o What are the advantages directing crops to maximize their production? (Ideas may

Grade 6 – Inquiry Based Unit Karen Wilson countries  informational texts and internet  computers or tablets for online mind maps tools  see diigo resources

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Grade 6 – Inquiry Based Unit Karen Wilson include: to made more products, to make them available, to make them more cost effective, to meet more people needs) o What are the disadvantages of using methods to maximize production of ingredients and crops? Ideas may include:  Overuse of some chemicals, pesticides and insecticides –may have lasting effects that we are not aware of – insects may become resistant  If a disease hits the crop, it will likely wipe it out entirely  Depleting the nutrients in the soils  Overuse of land (altering of some land areas-difficult with urbanization, deforestation, forcing habitats out of the areas, invasive species may alter the crops  Questions about the people who are needing to work the crops…are they getting a fair wage, child labour, the effects on their health o What can be done to maintain the biodiversity of crop?  Avoid products that may have been cash cropped,  Encourage traditional farming practices (like those of Aboriginals, crop rotation)  Locally – green belt areas, globally – food coops and fair trade products  Assessment for Learning (Exit Card) o 3-2-1 + 1format  List 3 uses of a plant, grain or food ingredient .  List 2 things that affects the plants biodiversity.  List 1 action that can be taken to improve the biodiversity related to the plant.  Do you have any further questions or issues you would like to discuss in the next few days? Concept: Music as a form of action Assessment  Monitoring student conversation and student response  Individual, pair and class work  Mind maps and organizers  Presentation product Portfolio

Lesson 3 Concepts  Lang o Identifying main points o Sorting and classifying o Writing longer texts  Art (Music) o People influenced to be aware and raise money for human

Grade 6 – Inquiry Based Unit Karen Wilson rights projects  Canada and World o Links with the rest of the world o Trade o interconnections Content Guiding Questions: -How do disasters (natural or human made) affect the ability for communities to meet their basic needs? -How does music influence us to act on human rights issues? How we use music to address issues of oppression? -How does music evoke emotions beyond oral or written language? -How do people use traditional music help individuals and groups manage their spirits and conditions? -How do other media forms (videos/youtube) emphasize the purposes of music? NOTE: From the reflections and conversations done so far, teachers will understand what teachers already know about some of the interconnections of trade, productions, biodiversity and other issues that have been raised.  As a whole class, they will examine some of the lyrics of a popular piece of music/song. Although other songs may be used, Waving Flag will be used here (Given just the lyrics, some student may have some knowledge about the song or the initiative). o Use a think-pair-share to consider:  What do you think is happening in the lyrics/song?  Who or why might an artist write these lyrics? o As a class, have a discussion about thoughts from the lyrics. o After the sharing, watch the video. Before watching, consider how:  How does hearing the music with the lyrics impact the meaning?  How do the visuals impact the meaning?  How powerful is the message of the video? o Students will be given access to computers or ipods or tablets. They will divide into groups, work in pairs or individually. They are to analyse a song or video. Options may

Skills of Focus  Interpreting implied ideas  Mind mapping  Using main and supporting points

Resources  maps, atlases for visuals of different countries  informational texts and internet  access to computers or tablets  See diigo resources

Grade 6 – Inquiry Based Unit Karen Wilson be given to students (through a livebinder or other bookmarking format). Alternatively, students may look for their own samples. Tears are Enough - Canadian Musicians for Aid for African Famine Do they know it's Christmas - British Musicians for Aid for African Famine We are the World - American Musicians for Aid for African Famine We are the World - Remake for Aid for Haiti Earthquake Musicians - What's Going on Muscians 2 - What's Going on Other songs songs or videos may include:  Paved Paradise/Big Yellow Taxi by Joni Mitchell or Counting Crows  Earth Song by Michael Jackson  Beds are Burning by Midnight Oil  Fall on Me by REM  Down to Earth by Peter Grabriel  If a Tree Falls by Bruce Coburn  Hey You by Madonna

o o o o o o o

o As in previous lessons, students may add onto the class collective issues board. o Assessment for Learning  Students will use a framework organizer to highlight the main issues of the song showing supporting details. Lyrics and pictures (and outside facts) may be used as proofs in the essay organizer.  Peer and self review will be used to assess the organizers. The teacher will lead the class in co-creating the success criteria for the completed organizer.  Introduction – general about the topic and song  2-4 sections: each section should have o a main idea about the issue in the song  the ideas are distinct from each other o 3 supporting proofs for each main ideas  from song, pictures, or from background

Grade 6 – Inquiry Based Unit Karen Wilson o transitions between main ideas used  Conclusion – state Once that is done, the students may choose their a product format to convey their main points an proofs (livescribe, youtube video, blog post, voicethread – note this is not a formal essay, but more of a non-written way to bring their thoughts together)

Lesson 4 Concept: Concepts Assessment  Lang  Monitoring student conversation and student response o Researching for key ideas  Individual, pair and class work o Sorting and classifying  Collaborative googledocs chart organizer with research o Writing longer text  Persuasive essay  Canada and World  Portfolio o Links with the rest of the world o Trade  Physed o Factors affecting the ability to do participate in sports  Arts (Music) o The influence of music in conveying messages o The connection between advertising and music Content Skills of Focus Resources Guiding Questions:  Mind  Computers or -How do international events impact human rights? mapping tables -What prevents children from playing and being involved in activities?  Researching  Video links -What can promote the people’s access to play and sport activities?  Writing longer  See diigo - What is the impact for a country hosting an international sports event? texts resources NOTE: From the reflections and conversations done so far, teachers will understand what teachers already know about some of the interconnections of trade, productions, biodiversity and other issues that have been raised.

Grade 6 – Inquiry Based Unit Karen Wilson  Begin the discussion by talking about the songs and videos they had investigated previously. Now, consider how music can have different influences and purposes. Waving Flag was written by K’naan. It was used for to help raise money for earthquake victims in Haiti. But it was also used for the official song of the 2010 Soccer World Cup held in South Africa. The students will watch or listen to the song in a different version. (The opening ceremonies is used as the first version in an effort to focus on the similarity of the music, but the difference in the words) o Wavin Flag - FIFA 2010 Opening Ceremonies  Using think-pair-share, consider the following questions:  How is the song different this time?  Why do you think words were changed from the original lyrics? o Have a class discussion to talk about the differences (less dark, not talking about poverty, talking about unity, upbeat) Now divide the students into larger groups of to do a comparison to other versions of the same song. Each group should use a graphic organizer (suggested venn diagram) to shows the 2 versions (Original was the Haiti version) with any of the following. Remind students that the larger circles represent each of the song. Where the circles converge, this is where the similarities are show. o Wavin' Flag (FIFA Celebration Mix) o Wavin Flag (FIFA Official Mix with K'naan and David Basil) o Wavin' Flag (FIFA Official Theme Song) o Groups will share their findings from the Venn diagrams. As a class discussion, the teacher asks some additional questions form the videos. o What do you think the role of the sport in the latest videos? o How are different countries represented? o How do you think these kinds of international events may promote unity? How might they discourage unity? o In different countries, what might limit people’s ability to play sports? (working, war, poverty, discrimination, etc.) Most sports events have huge sponsors. The pay to have sponsor sports events to have opportunity to have their product advertised and promoted. Coca-Cole sponsored the 2010 FIFA World Cup. Pepsi did not sponsor the event, but they also had commercials to promote the spirit of the event. In their groups, consider the following questions after watching the videos. o Wavin' Flag - 2010 Coca Cola Commercial

Grade 6 – Inquiry Based Unit Karen Wilson o Pepsi 2010 Commercial  What benefit does a company get from sponsoring sports events specifically?  What is purpose of associating songs with specific products?  Consider the ingredients in soda and pops. Where do you think their main ingredients come from?  Consider other food products that could be advertised. Do you think water, juice or milk would have been as effective?  What initiatives help promote sport and activity in other countries? (Right to Play, bike donations, running shoe donations)  Assessment for Learning o Using googledocs (the may provide a chart framework) students will create an essay format skeleton together. Answering one of the guiding questions. Further research may be needed using internet sites and informational text. Each group should come up with 4-6 subtopics to answer the question.  How do international events impact human rights?  What prevents children from playing and being involved in activities?  What can promote the people’s access to play and sport activities?  What is the impact for a country hosting an international sports event?  Or another question that a group decides on related to the topic. o The class can use previous success criteria ideas to form the basic of this group framework. Criteria could include:  Solid central idea  At least 4-6 sub-topics or sub-sections  Points under each section links to their section  Points in each section help to prove the point o Once the each group has had enough time to brainstorm points, individual students should write a short persuasive essay answering the question. Each may choose to use 2 – 4 subjections from the googledoc. They should choose 3 proofs from each section. The students can use or adjust the success criteria used in the previous less.  Introduction – general about the topic and song  2-4 sections: each section should have o a main idea about the issue in the song  the ideas are distinct from each other

Grade 6 – Inquiry Based Unit Karen Wilson o 3 supporting proofs for each main ideas  from song, pictures, or from background o transitions between main ideas used  Conclusion to convey their main points/proofs) o Time should be left to self and peer and assess the short essays.

Lesson 5 Concepts  Lang o Sorting and classifying for extended writing  Canada and World o Links with the rest of the world o Trade o Canada  Arts (Drama) o Role play examining issues of human rights Content Guiding Questions: -How do we portray the perspectives of others through drama? -How do international agreements affect the rights of individuals? -How can we raise awareness in others about human rights issues?

Concept: Dramatizing the Rights of Children Assessment  Monitoring student conversation and student response  Individual, pair and class work  Mind maps  Scripts  Play  Portfolio

NOTE: From the reflections and conversations done so far, teachers will understand what teachers already know about some of the interconnections of trade, productions, biodiversity and other issues that have been raised.    The teacher will read the book I Have a Right to be a Child by Aurelia Fronty. As the teacher reads each section, teacher will pause so the students can do a quick-write and/or quick-draw. Once the book has been read once (without visuals or discussion), the class is open to discussion or reflections from their quick-writes/draws. Questions can be put in a parking lot area. The teacher can then use a document camera or something visual to show the visuals within the

Skills of Focus  Organizers  Mind mapping  Writing scripts  Skills related to drama

Resources  computer availability  suggested books  props for plays

Grade 6 – Inquiry Based Unit Karen Wilson book. o How do the text features highlight each of the rights? o What do the visuals tell us about cultures and people from around the world?  The lives of children and people are often represented in text. So far, we have used mostly informational text. Using fictions and real stories or diaries is also a way to understand points of view of children who have different experiences throughout the world. Some ideas for looking at children’s lives where rights have been compromised include: (Hanna’s Suitcase-Karen Levine, Wounded-Eric Walters, The Giver-Lois Lowry, Sold-Patricia McCormick, Lunch with Lenin, Looking for X, I am a Taxi, Breadwinner Series, Children of War, Off to War and more by Deborah Ellis, Destined to Live-Ruth Gruener, Elijah of Buxton-Christopher Paul Curtis, Days of Toil and Tears-Sarah Ellis). These may be chosen as future reading and/or used for sources of inspiration for the drama productions. Assessment for Learning o In groups, students will use an organizer of their choice to collect information about either:  A specific right (or more) according to the UN Convention on the Rights UN Children's Rights (List of 10 Main) or UN Convention for Children's Rights of the Child or UN Declaration on Human Rights o OR  The life of a child in another country showing where their rights are compromised or could be improved (Main source can be previous research done in class, internet, fiction books, or A Life Like Mine: How children lie around the world or My World My Story: Life stories from teens around the world o Groups should also incorporate a way in which some kind of action can be taken to fulfill the right or make the situation better. o Note: Success criteria used in previous tasks may be used for the organizing (whether through a mind map-paper or virtual or by a organization chart-paper or virtual) o The groups will use googledocs to create the script and then share their creations with the rest of the class. o The drama presentations may be recorded to maintain review and post.

Grade 6 – Inquiry Based Unit Karen Wilson

Organizing and Persuasive Writing Rubric Criteria KNOWLEDGE & UNDERSTANDING  General text format followed

Level 1
-limited use of paragraph format to convey message

Level 2
-some use of paragraph format to convey message

Level 3
-used the paragraph format to convey message effectively

Level 4
-used the paragraph format to convey message with a high degree of effectiveness -demonstrates thorough understanding of terms related to Canada and the world -organized key points with a high degree of effectiveness -uses subtopics and supporting facts with a high degree of effectiveness -uses transitions in written form with a high degree of effectiveness -uses conventions with a high degree of effectiveness

Terms of Canada and world issues used

THINKING  Uses organizers to identify key points 

-demonstrates limited understanding of terms related to Canada and the world -organized key points with limited effectiveness -uses subtopics and supporting facts with limited effectiveness

-demonstrates some understanding of terms related to Canada and the world -organized key points with some effectiveness

-considerable terms related to Canada and world issues used

-organized key points with considerable effectiveness -uses subtopics and supporting facts with considerable effectiveness -uses transitions in written form with considerable effectiveness

Sub-topics have supporting proofs

-uses subtopics and supporting facts with some effectiveness -uses transitions in written form with some effectiveness

COMMUNICATION  Use of transitional words 

-uses transitions in written form with limited effectiveness

General use of conventions (spelling and grammar)

-uses conventions with limited effectiveness

-uses conventions with some effectiveness

APPLICATION  Identified possible personal actions, actions of others, and impact on Canada and the world

-makes connections between various contexts with limited effectiveness

-makes connections between various contexts with some effectiveness

-uses conventions with considerable effectiveness -makes connections between various contexts with considerable effectiveness

-makes connections between various contexts with a high degree of effectiveness

Young Wavin’ Flag When I get older,I will be stronger,
they’ll call me freedom


Grade 6 – Inquiry Based Unit Karen Wilson Just like a wavin’ flag Born from a throne
Older than Rome, 
but violent prone,
poor people zone But it’s my home,
all I have known, where I got grown,
but now it’s gone Out of the darkness,
in came the carnage,
threatening my very survival Fractured my streets
and broke all my dreams Feels like defeat to wretched retreat So we strugglin’, fighting to eat, and we wonderin’ If we’ll be free We cannot wait for some faithful day,
it’s too far away, So right I’ll say, when I get older,
I will be stronger,
they’ll call me freedom, just like a waving flag
(And then it goes back x3) Ahhho ahhho ahhho So many wars, settling scores All that we’ve been through,
and now there is more
 I hear them say love is the way, 
love is the answer, that’s what they say But we’re not just dreamers
of broken down grievers
 A hand will reach us,
and will not forsake us
 This can’t control us, no it can’t hold us down
 We gon pick it up, even though we still struggling Au nom de la survie (In the name of survival)


Grade 6 – Inquiry Based Unit Karen Wilson and we wondering
 Battant pour nos vie (Fighting for our lives) We patiently wait
for some other day thats too far away so right now we say Uhh – well alright
How come when the media stops covering
and there’s a little help from the government
we forget about the people still struggling
and assume that its really all love again, nahh
see we don’t have to wait for things to break apart
if you weren’t involved before it’s never too late to start
you probably think that it’s too far to even have to care
well take a look at where you live what if it happened there?
you have to know the urge to make a change lies within
and we can be the reason that they see their flag rise again
 When I get older
I will be stronger, 
they’ll call me freedom, just like a wavin’ flag and then it goes back
, and then it goes back
, then it goes back

When I get older
When I get older
I will be stronger
just like a waving flag.

http://www.killerhiphop.com/haiti-wavin-flag-lyrics-drake/