Wednesday Session: Warm up and intro 20 min. Brainstorming (5 min).

In trios, Ss will make a list of challenges and obstacles that we face in life. All Ss should write down the list so that they can share it in the next activity. 5 min are given to do this task. Sharing ideas (7 min). Each student is paired with a student from a different trio and they compare (and most likely complement) their lists. Then Ss will come back to their trios and share and comment on the new ideas they got from their partners. Find Someone Who (8 min) Now that they have their lists, Ss will use them to play Find Someone Who. They would write the name of a classmate next to the challenge/obstacle in their list. The aim is to complete their list as fast as possible. Writing, 20 minutes: Individually, each student will develop a composition in relation to the following prompts. Think about someone in your life and write a composition in which you also give an answer to the following questions: What challenges/obstacles have they faced, continue to face? What risks have they taken? Why did you select this person?

Sharing: 15 minutes As Ss finish writing their piece, they will share it with a classmate. While asking them to do so, it should be mentioned that they can ask any question to their peer after listening to their piece. As they finish and questions are answered, they exchange roles. Wind down and conclusion (5 min): To wrap up, counselors will call on two volunteers to briefly mention who their classmate chose and the main challenge for which they chose them. It should be remarked that we all have to face such challenges at some point in our life, and that well continue to explore on risks and challenges in the following sessions.

Friday Session: Warm up-intro 15 min Risk ranking (10 min). Ss are given a handout with a series of risk that can be taken in life. They will first rank the risks individually, and will then join in trios to compare and try to get to a consensus. Group talk. (5 min) In order to introduce the context for this composition, Ss will be asked to share their thoughts about the people that they have met so far at the camp in small groups. For example, what things they liked the most from them, who they consider interesting/ a leader/ a risk taker. Writing, 20 minutes: Ss are given the following prompt to develop their piece of this session.

Over the course of the week, who is someone who stands out to you as a risk taker as overcoming obstacles/challenges? What similarities/differences to you observe between yourself, a person in your life.. and this person youve met? Sharing and group discussion: 20 minutes After Ss finish writing their piece, they will share it in trios, which will be randomly formed (perhaps through numbering) by the counselor, so that they work with different students. Again, Ss should be encouraged to provide feedback to their peers. Wind down and final remarks (5 min): After Ss have shared their compositions and exchanged ideas, counselors will focus their attention on how the different qualities that the camp is focusing on (leadership, risk taking, socializing) were taken (theoretically) into consideration to select the person that they wrote about in their piece.

Wednesday Session: Warm up (10 min). Each student will be given a piece of paper with a scenario, and they have to get in groups of five members (so that they have the same scenario), and they will form a line depending on the difficulty of their risks or challenges. (Handout 2) As they form the lines, they will share with the rest of the group. Topic selection (15 min) Individual selection.(10 min) Students will be given ten minutes to go over their entries and select the topic that they would like to develop as their piece for the book. They should think of why they want to write about it and why it would be important for them to publish it. Sharing their topic(5 min) Now that they decided on a topic, they will share it with a partner. At this point it will be important to justify their reasons for choosing that topic so that they feel comfortable with their selection throughout the process. Rewriting their piece (20 min) Once they have their idea, they will be given a list so that they check important points to be mentioned in their piece. Give them a few questions to delve deeper into their topic Over the course of the last four sessions.. you have explored various different people you identify as risk-takers, as facing challenges and obstacles.. pick one that really resonated with you.. that you want to explore more, that you want to publish.. What is an example of a risk the person has taken? Or would take? What might be lost, what might be gained? How do you relate to this? How could this enrich your decisions? What is this making you think about risk taking? Sharing their new draft (10 min). Ss will share their new draft with another student. Again, it will be encouraged that they do

active listening, and may try to ask questions of material that was left unclear or interesting points of their classmates piece. Conclusion (5 min) Counselors will ask Ss how they feel about writing this piece, and will point out that in the following writing sessions, they will work on the final shaping of their pieces.

Friday Session: Warm-up (15 min) Students are divided into teams. Each team is given one of three topics that will be reviewed in this session (e.g. organization, content and form). They have to come up with characteristics that their pieces must meet for their assigned topic. After they have listed their ideas, they will join a different team, in this case trios, with a member having the list of each topic. Ss will incorporate their partners ideas to their checklist. Checklist (15 min) Having in mind the previous work, Ss will also be provided a checklist that they will use to review their drafts. It should be pointed out that they should carefully review their work, and make any changes as they find opportunities for enriching their piece. Peer Checklist (20 min) After revising their work, students will work in pairs, so that each student revises the work of one classmate. They would follow the same checklist, taking notes when necessary so that, as they finish, they exchange their ideas and comments. Ss will then have the chance to modify or justify their texts. Group sharing (10 min) Pairs will join in groups of four, and each student will give an account of their partners piece. In doing so, Ss will gain an understanding of how their writing is being understood by others.

Handout 1 Risks Which of the following risks do you consider is harder to take? Rank them from 1 to 10, 1 being the most difficult to take and 10 the easiest. ( ) Moving to a different country ( ) Being on a stage in front of hundreds of people ( ) Becoming a civil rights activist ( ) Trying to learn something new ( ) Participating in a marathon ( ) Studying and working at the same time

( ) Representing the student community ( ) Starting your own business ( ) Being the first one in the family to go to college ( ) Quitting your job to find a new one

Youll move out from your parents house, but in the same city. Your whole family will move to another city. Youll move to a different city for college. Youll move abroad. Youll move to another city for college with a friend.

Handout 2 Leveling risks Youll direct a school Youll apply for a job play. at a transnational company. Youll act at a school play. Youll write the script for a school play. Youll be the protagonist of a school play. Youll cooperate as a crew member for the school play. Youll apply for a job at the company that your father works for. Youll apply for college. Youll quit a job to look for another one. Youll ask for a raise

Youll be a judge in a talent contest where your best friend is participating. Youll be a judge in a talent contest where a girl you had problems with is participating Youll be a judge in a talent contest where all participants are strangers to you. Youll be a judge in a talent contest where Youll be a judge in a talent contest where your brother is participating.

Handout 3 Checklist In this composition An answer to the questions in the prompt is provided. There is a clear structure (introduction, body and conclusion). Ideas are clearly developed. The composition is interesting and engaging. Sentences and paragraphs are well organized, following a logical order. Details are provided without deviating from the main idea/topic Transitioning sentences are used, as well as linking devices. Words are not overused and sentences are started in different ways (not repeating the same beginning or linker). A variety of descriptive words are used, so that the reader better understands my point. It has been revised for spelling and punctuation In the introduction You introduce the person that you are writing about. You provide a topic sentence that states the main quality (of your chosen subject) that will be developed in the text. In the body You explain the risks, challenges and/obstacles that this person faced You provide details that help the reader understand why this has an influence on you. You let the reader know how this person is a risk-taker/leader. In the conclusion You relate this person to yourself and how this example in life may influence or motivate your decisions. You give an overall account of the importance of following her/his example.