Week 1: Lesson 1 (To be done either on Tuesday 9th or Wednesday 10th).

Risk-taking: a friend or relative as a risk taker (45 min) Warm up and intro 15 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 (5min). 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 (5 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, 17 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: 10 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. Give students sentence starters such as: I liked that you... I would like to hear more about... I wonder if Wind down and conclusion (3 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.

Week 2: Lesson 1 (45 min) Risk-taking: A new friend at the camp. Warm up-intro 10min Risk ranking (5 min). Ss are given a handout (Handout 1) with a series of risks that can be taken in life. They will first rank the risks individually, and will then get 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, 17 minutes: For todays writing session, Ss are given the following prompt to develop their piece: Over the course of the week, who is someone who stands out to you as a risk taker as overcoming obstacles/challenges? Why does this person stand out to you? What similarities/differences do you observe between yourself, a person in your life. and this person youve met? Sharing and group discussion: 15minutes Sharing in trios (10 min) 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. Group discussion (5 min): Ss will form larger groups (of nine to ten students), in order to discuss the following questions: What was it like to write about this? Are there risks in getting to know someone or making a new friend? If so, what might they be? Wind down and final remarks (3 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.

Week 2: Lesson 2 (45 min) Risk-taking: Selecting a topic/Rewriting their piece Warm up (10 min) The group will be divided in groups of five (numbering would be the best option to have them work with different people). Each team will be given five scenarios, one for each student, and they have to read them and compare in order to find out which scenario represents a greater challenge, 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 (10 min) Individual selection.(5 min) Students will be given five 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. Counselors should remark that they must feel comfortable with their piece, since they will share it with all their classmates and itll be included in the book. 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 (15 min) Once they have their idea, they will be given a list so that they check important points to be mentioned in their piece. Students will be given 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 (8 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 (2 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.

Week 2: Lesson 3 (45 min) Revision and editing Warm-up (10 min) Students are divided into trios. Each trio 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. Five minutes will be given for this task. After they have listed their ideas, they will join a different trio, with a member having the list of each topic (one with an organization list, one for content and one for form). Ss will incorporate their partners ideas to their checklist. Checklist (10 min) Having in mind the previous work, Ss will also be provided a checklist (Handout 3) that they will use to review their own 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 (15 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 elements of 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. To finish the lesson students should be reminded to bring all of their materials to finish editing their stories at the session to be held at Teachers College.

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

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

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

Handout 2 Leveling risks

Youll move out from your parents house, but in the same city.

Youll be a judge in a talent contest where your best friend is participating. Your whole family Youll act at a Youll apply for a Youll be a judge will move to school play. job at the company in a talent contest another city. that your father where a girl you works for. had problems with is participating Youll move to a Youll write the Youll apply for Youll be a judge different city for script for a school college. in a talent contest college. play. where all participants are strangers to you. Youll move Youll be the Youll quit a job to Youll be a judge abroad. protagonist of a look for another in a talent contest school play. one. where Youll move to Youll cooperate Youll ask for a Youll be a judge another city for as a crew member raise in a talent contest college with a for the school play. where your brother friend. is participating.

Youll direct a school play.

Youll apply for a job at a transnational company.

Handout 3 Checklist

In this composition Me My peer 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.