FLEx Project: Connecting Generations Through Storytelling

Name Journey Chronicles 4th Grade FLEx Teacher Name Lori Underwood Harding Academy of Memphis

Deep Hope: My Deep Hope is that as we walk our story, we will actively seek God and invite Him to permeate our thoughts, grace our words, and illuminate our actions.

Essential Learning Targets: I can examine something I am already interested in (classroom newspaper) and consider ways to use it to connect with and encourage those in older generations. I can serve my family by completing chores in return for money to assist my FLEx project by purchasing postage. I can consider encouraging our school community by becoming a part of the journalism staff in the future.

Essential Curricular Outcomes: I can summarize concepts I have learned this year in a specific subject. I can arrange the information into a newspaper template, realizing the length of the template page I choose is fixed. I can follow correct grammar rules in the writing of my article. I can avoid the use of lingo and use proper writing conventions. I can proofread my article and conference with my teacher. I can calculate how much will be needed for postage for our project.

Habit(s) of Learning: Joy-Filled Collaborating - We are grateful, playful, and reflective. Because we are grateful for opportunities in this year, we will reflect on them with excitement and hope as we discuss them as a class. Gracious Communicating - We are kind, specific, and helpful. We can give enough information as is necessary for the reader to understand our points. Courageous Designing - We are resilient and rigorous. We are doing something we have never done before!

See Gods Story: Creation: God created us to be generationally connected. (Deuteronomy 6:4-9). Fall: COVID has brought isolation and disconnect to our world, impacting those of older generations. Redemption: We can consider the time we have been given this school year to be together as a blessing and a joy. Renewal: We can renew connections with older alumni and stakeholders and encourage them to be hopeful during these times.

Storyline Connections: Seek First. (Mt. 6:33) At our school, we Seek First to develop students spiritually, then academic subjects fall into place - are added to. We want our FLEx to show this. If we Seek First to encourage others with our FLEx, it is possible that others will also recognize our hard work. Storyline Competition A competing story might be for students to get wrapped up in boasting and miss encouraging others.

Throughlines: Throughline #1: Servant Working Students will perform chores at home in exchange for cash to use to purchase postage for our projects to be mailed. Throughline #2: Community Building Students connect with real people: alumni, stakeholders, Development Office, Business Office, and Journalism Office. Throughline #3: Beauty Creating Students will create a beautifully communicated body of work. Throughline #4: Image Reflecting Students will allow God to be glorified by their work.

Formational Learning Experience: Real needs: Isolation and loneliness exists for many older people in our society. Real people: older alumni, older stakeholders, Development office, Business office, Journalism office Real work: Create a student newspaper to encourage others and reconnect them with our school

Students invited ideas from peers and created a letter to the Development office asking for names of older stakeholders. The Development office staff nurtured the students ambitions and offered assistance.

Students invited ideas to include in the parent letter. Students composed a parent letter asking them to nurture the desire to earn money for stamps by doing chores.

Students were invited to make a first, second, and third choice for topics. They were empowered to choose a template, write copy, proofread copy, and select pictures from class or the website to include on their page. Virtual learners submitted their copy and classmates nurtured their ideas by completing the page for them.

Students composed a cover letter to be sent to stakeholders. Students invited their classmates to submit newspaper name proposals. Students were empowered by voting on the name of their paper. The name chosen was then connected to our story in fourth grade.

Students addressed envelopes and were invited by the Business Office to learn about a postage meter. Students saved money thus making it possible to send more newspapers.

Students were nurtured in their desire to create by visiting the Journalism Lab and talking to Mrs. Stofsick. Students were invited to ask questions and learned how they can nurture their abilities and interests in high school.

Students nurtured gratefulness by composing thank you notes collectively for the Development Office, Business Office, and the Journalism Office. Students individually composed a thank you note to their parents, thanking them for their help in securing funds for the project. Students also placed a copy of the newspaper in the special area teachers boxes because their subject area was included in the newspaper.

Student Reflections:

Teacher Reflections: Students were excited to craft a final product that built on something that interested them in order to encourage and connect with others who are invested in our school but who may be isolated or lonely due to COVID. Students were able to explore the possibility to extend their interest by connecting to an opportunity with Journalism in high school. This product was a natural outcome of our deep hope - as we walk our story,.... grace our words and illuminate God in our actions.