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Aug 03

Impressions Part II

This is an extension to Impressions Part I you can do with your class. 

After commenting on the works of your peers in Impressions Part I, it's time to think about what you read. By the end of this project, you will have two letters that will be sent to members of your community to thank them, and hopefully create change. 
 

  • Analyze what you saw in the letters of your peers after you commented in Part I. Was there a common love that people share for your community? Was there something everyone thought should change?
  • Come together as a class and create a list of these similar themes.
  • Now, write two more letters: a thank you letter to a person or organization doing great things in town, and a letter to the appropriate parties about the one thing you all agree should change.


[Photo Credit: YWP Photo Library, photo by Michele Trombley]
 

Aug 03

Op-ed Part II

You've written your fun Op-ed in Part I, now, take it a step further and write an op-ed worthy of a newspaper. Become active in your community by making an educated opinion about what is happening in your town politics. 


First, do some research about what was voted on and what happened at your last town meeting. Your parents, teachers, and community leaders may be able to send you in the right direction to find this information. Find a decision that was made that you don't like.

Second, write an op-ed persuading your town to listen to your opinion about why you think this vote was the wrong choice. Use facts and your own persuasive voice. Keep your piece to 500 words or less. 


[Creative Commons Liscense: Theresa Thompson, non-commercial, https://www.flickr.com/photos/theresasthompson/] 

Aug 03

Debate Part II

This is an extension of the question discussed in Debate Part I. 

The question discussed in Debate Part I is a question you may not be able to answer on your own. Your class is the community that will have to ask themselves the same question when the time comes. Get them involved, and expand your debating skills by learning how to express your opinions and come to conclusions with a community. 


First, poll your classmates. Do more want to stay, or do more want to go?

Second, have a respectful discussion/debate with your class about the topic. What are the reasons to stay? What are the reasons to move on? 

Third, reflect on all the opinions you have gathered. Really think about whether or not you have an answer. 

[Photo Credit: YWP Photo Library, Karma Lama Sherpa]

Aug 03

Soapbox Part II

Here's an idea of a positive change you could make through your Soapbox activity. 

This is an idea, an extension, of what you could do after discussing community issues in Soapbox Part I. Be prepared to write a speech that will be presented to a member of your community in order to spark change. 

  • Once everyone has given their speech, listen to all of the soapbox speeches again. As a class, pick one of these issues and speeches and expand on what was said. Write a five minute speech about the issue.
  • As a class, pick a student to give this new speech to an appropriate party involved with the issue. Words have the power to make a difference in your community. Make a difference as a class community. 


[Photo Credit: YWP Photo Library, photo by Beverly Gartland] 

Jul 28

Soapbox Part I

An impromptu debate with your class about issues in your community. 

A soapbox is an impromptu debate you make with a group — in this case, your class community. This is an activity you can do with your class to hopefully spark positive change in your community through the speeches you create in the classroom. 


First, with your class community, choose a community you are all in. It could be school, your town, your state, etc. Create a list of problems each of these communities face. Put all of these problems into a hat. 

Second, everyone get in a circle with the hat in the center. One person should be recording. One by one, everyone will go to the center of the circle, pick a problem out of the hat, and gave an impromptu two minute speech about the topic. Talk about how you can fix the problem, or about why it is so annoying in the first place. 

Look at "Soapbox Part II" for an expansion. 

[Photo Credit: YWP Photo Library, photo by Aliya Schneider, 2013] 

 

Jul 28

Op-ed Part I

Learn how to write an op-ed. 

An op-ed is a short (maximum length three paragraphs or 500 words) opinion piece where someone tries to persuade someone towards a certain view point using a combination of facts and personal experiences and beliefs. You will usually find an op-ed on the opposite side of the editorial section in your local newspaper. Learn how to express and edjucated opinion through this journalism tool. 


First, find the op-ed section of your local paper to get a sense of the opinionated style. Read one or three pieces. 

Second, as a practice, write a humorous op-ed about a decision your parents or guardian recently made that you disagree with. In 500 words or less, bring in the facts about why your opinion is the correct opinion. 

[Photo Credit: YWP Photo Library, photo by Megan Charland, 2015]

Jul 26

Debate - Part I

Have a debate with yourself about whether or not you want to live in your hometown for the rest of your life. 

The community you are born into is not always the community you live in for the rest of your life. Practice the skill of debating and articulating your opinions by using this difficult topic as a stepping stone. 

  • Conduct a debate with yourself on paper. What are three reasons to stay in your hometown after high school? What are three reasons to move? Don’t be afraid of your own opinions.
  • Analyze your own debate. Do you feel like you have your answer? Why or why not? 


[Photo Credit: YWP Photo Library, photo by Ethan Powell] 

Impressions Part I

Write honest letters to someone entering your town, and someone leaving your town. 

View Respond

All responses to Impressions Part I