Resilience.writers

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Resilience.writers

  1. 1.               Can  our  stories  help  young  people  develop  resilience?    Often  people  naively  believe  that  young  people  today  ‘have  it  easy’  because  of  the  prosperity  of  our  country   and   the   various   technologies   available.   However   the   high   rates   of   depression,   suicide,  bullying,  self-­‐harm,  school  refusal  and  eating  disorders  in  young  people  suggest  that  this  is  not  true.      In  an  attempt  to  counter  this  rising  trend  in  young  adults,  our  class  is  going  to  composean  anthology  of   short   stories   exploring   the   theme   ‘resilience’.   These   stories   will   be   used   tohelp   support   young  people  having  a  tough  time  in  life.      The  completed  anthology  will  be  published  as  an  eBook  and  sold  through  the  iBook  store.  All  money  raised  from  the  sales  of  this  book  will  be  donated  to  Youth  Beyondblue.      The  Challenge:  To  successfully  complete  this  project  you  will  be  required  to  work  both  individually  and  in  small  groups  to  research  resilience  and  develop  an  understanding  of  how  the  short  story  form  might  be  used  to  help  young  people  to  become  more  resilient  when  confronted  with  life’s  challenges.  To  become  an  ‘expert’  in  resilience  and  short  story-­‐writing,  you  will  need  to  complete  the  following  tasks:     1. Discover:   a. Contribute  to  a  series  of  videoed  discussions  about  ‘resilience’  with  our  American  sister   schools.       b. Research  a  case  study  of  a  remarkably  resilient  individual  and  write  a  blog  post   comparing  this  individual’s  level  of  resilience  to  Holden  Caulfield’s  level  of  resilience.  In   your  post  you  should  reflect  on  what  factors  may  have  contributed  to  the   differences/similarities  between  the  two  individuals.  Find  an  image  to  support  your   written  text.   c. Research  and  write  a  blog  post  on  one  of  the  following  issues  impacting  young   Australians:    depression,  self-­‐harm,  bullying,  school  refusal,  eating  disorders.  In  your   blog  post  include  a  discussion  of  where  this  issue  may  be  evident  in  the  novel  The   Catcher  in  the  Rye.  Find  an  image  to  support  your  written  text.   d. Look  closely  at  J.D  Salinger’s  Catcher  in  the  Rye  for  inspiration  and  insight  into  resilience   in  young  people  as  well  as  how  to  create  an  engaging  narrative  that  emotionally  and   intellectually  impacts  the  reader.     2. Produce:   a. Workshop  an  original  short  story  from  an  initial  idea  to  a  complete  product.  This  will   include  a  plan,  draft,  polished  story  and  reflection.     3. Present:   a. Publish  an  eBook  anthology  of  stories  titled:  ‘The  Resilience  Writers’  on  the  iBook  store.   b. Plan  and  run  a  class  ‘book  launch’  for  The  Resilience  Writers  anthology.     Bianca  Hewes,  Davidson  High  School  
  2. 2.          Guidelines:     • The  whole  challenge  is  limited  to  6  weeks  of  class  time  to  complete.   • You  will  be  working  in  teams  of  up  to  4  people  to  research  resilience  and  formulate  a  plan  for   your  story,  write  a  draft  and  then  collaborate  with  the  class  group  to  publish  the  completed   stories  in  an  eBook  and  make  this  available  for  purchase  on  the  iBooks  store.   • Your  class  group  will  be  required  to  present  research  findings  and  completed  stories  at  the   ‘Book  Launch’.  Each  small  group  will  be  allocated  one  or  two  of  the  following  roles:  MCs,   resilience  experts,  Case  Studies  experts,  Catcher  in  the  Rye  experts,  short  story  experts,  short   story  readers.            What  does  it  mean  to  be  an  Expert?  An  expert  understands  a  particular  area  of  knowledge  extremely  well.  You  will  be  required  to  develop  expertise   through   research,   critical   thinking,   discussions   and   collaboration   with   peers.  It   will   be   clear  that  you  are  experts  because  you  will  create  engaging  narratives  that  help  young  people  understand  resilience.  Your  ‘Book  Launch’  will  demonstrate  an  expert  knowledge  of  resilience,  The  Catcher  in  the  Rye   and   the   short   story   form   including   setting,   writing   style,   characterisation,   plot   structure   and  theme.    Being   an   expert   will   also   mean   that   you   will   be   able   to   critically   analyse   and   assess   the   stories  developed  by  other  experts.  You  will  be  required  to  peer  assess  their  stories  using  the  given  check-­‐list  and  rubric.          Quality  Learning  In  order  for  each  student  to  complete  this  unit  of  work  an  individual  is  required  to  complete  and  submit  the  following:   • A  completed  project  plan  and  timeline  of  what  is  required  of  you  to  complete  each  task   • A  KWL  for  each  task   • A  daily  record  of  your  learning  using  the  ‘GOALS/MEDALS/MISSIONS’  framework         Bianca  Hewes,  Davidson  High  School  
  3. 3.   What  will  you  learn  …      Students  learn  to:  1.1  respond  to  and  compose  imaginative  and  critical  texts  which  are  increasingly  demanding  in  terms  of  their  linguistic,  structural,  cognitive,  emotional  and  moral  complexity  1.6  respond  to  and  compose  texts  that  use  inference  and  figurative  language,  such  as  symbolism  and  allusion,  in  complex  and  subtle  ways.    Students  learn  about:  1.8  the  features  of  increasingly  complex  imaginative,  factual  and  critical  texts,  including  the  cognitive,  emotional  and  moral  dimensions  of  the  text  and  its  linguistic  and  structural  features  1.9  the  ways  sustained  texts  use  elements  such  as  evidence,  argument,  narrative,  dialogue  and  climax  1.11  their  own  emerging  sense  of  style,  personal  preference  and  discernment  in  responding  to  and  composing  texts      Students  learn  to:  4.2  describe,  explain  and  evaluate  the  composer’s  choices  of  language  forms  and  features  and  structures  of  texts  in  terms  of  purpose,  audience  and  context  4.3  use  appropriate  language  forms  and  features  and  structures  of  texts  in  their  own  compositions  and  describe,  explain  and  justify  their  choices  in  terms  of  purpose,  audience  and  context  4.4  experiment  with  and  explain  altered  perceptions  of  ideas  and  information  that  result  from  changes  in  language  features  and  structures    Students  learn  about:  4.10  the  metalanguage  for  describing,  explaining  and  justifying  the  composer’s  choices  of  language  forms  and  features  and  structures  of  texts  in  terms  of  purpose,  audience  and  context    4.11  the  influence  of  purpose,  audience  and  context  on  the  use  of  particular  language  forms  and  features  and  structures  of  texts  4.13  codes  and  conventions,  including  emotive,  evocative  and  impersonal  language  and  signs,  used  to  signal  tone,  mood  and  atmosphere  in  written  texts    Students  learn  to:  6.1  explore  real  and  imagined  worlds  through  close  and  wide  engagement  with  increasingly  demanding  texts  6.2  respond  imaginatively  and  interpretively  to  an  increasingly  demanding  range  of  literary  and  non-­‐literary  texts  6.3  compose  texts  that  demonstrate  originality,  imagination  and  ingenuity  in  content  and  language  6.5  experiment  with  ways  of  representing  the  real  world  imaginatively    Students  learn  about:  6.7  ways  in  which  literary  and  non-­‐literary  composers  transform  ideas  and  experience  into  texts,  including  consideration  of  their  insight,  imaginative  powers  and  verbal  ingenuity  6.9  the  ways  in  which  imaginative  texts  can  explore  universal  themes  and  social  reality.    Students  learn  to:  11.1  understand  the  learning  purposes,  specific  requirements  and  targeted  outcomes  of  tasks  11.3  identify,  plan  and  monitor  stages  of  tasks  with  guidance  11.4  choose  learning  processes,  resources  and  technologies  appropriate  for  particular  tasks  and  situations  11.5  use  individual  and  group  processes  to  generate,  investigate,  document,  clarify,  refine,  critically  evaluate  and  present  ideas  and  information  drawn  from  books,  the  internet  and  other  sources  of  information  11.6  establish  and  adopt  roles  and  responsibilities,  negotiate  and  implement  strategies  and  meet  deadlines  11.7  reflect  on  and  assess  their  own  and  others’  learning  and  learning  strategies  against  outcomes,  criteria  and  guidelines  established  for  tasks    Students  learn  about:  11.11  outcomes,  criteria  and  guidelines  for  tasks  and  the  value  of  outcomes-­‐based  learning  11.12  their  own  learning  strengths  and  learning  needs  including  their  preferred  ways  of  gathering,  processing  and  representing  information  11.13  management  strategies  including  drawing  up  schedules,  timing,  delegation  and  sharing  in  group  work  11.14  ways  of  managing  information  and  communication  technologies  for  effective  learning     Bianca  Hewes,  Davidson  High  School  

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