The document outlines a class project to compile an anthology of short stories about resilience to help young people facing challenges. Students will research resilience by discussing it with other schools, analyzing case studies, and exploring issues like depression. They will then write original stories, publish an eBook, and hold a book launch event. The goal is for students to become experts in resilience, short stories, and The Catcher in the Rye through this collaborative, multi-step process.

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.
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.
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