How Would You Define Your Life In Six Words?
Six-Word Memoir Project
From smithmag.net:
Legend has it that Hemingway was once challenged to write a story in only six words. His response? “For sale: baby shoes, never worn.” In November 2006, SMITH Magazine re-ignited the recountre by asking our readers for their own Six-Word Memoirs. They sent in short life stories in droves, from the bittersweet (“Cursed with cancer, blessed with friends”) and poignant (“I still make coffee for two”) to the
inspirational (“Business school? Bah! Pop music? Hurrah”) and hilarious (“I like big butts, can’t lie”).
Since then, Six-Word Memoir project has become a global phenomenon and a bestselling book series. Six-Word Memoirs have been featured in hundreds of media outlets from NPR to The New Yorker, covered on tens of thousands of blogs, and, as of Summer 2010, can be found inside 1 million Honest Tea bottle caps.
Hundreds of thousands of people have shared their own short life story at smithmag.net, as well as in classrooms, churches, and at live Six-Word “slams” across the world. The Six-Six-Word Memoir exemplifies the best of SMITH Magazine’s storytelling mission: populist, participatory, inspirational, and addictive. From speed dating to parlor games, to conferences and staff retreats, Six-Word Memoirs have become a powerful tool to inspire conversation around a big idea, and a simple way for individuals to break the ice.
Anticipating the microblogging explosion, SMITH originally launched Six-Word Memoirs in November 2006 as a simple online challenge asking:
“Can you tell your life story in six words?”
In a partnership with Twitter (among the company’s first outside
weeks, the blogosphere was buzzing about the challenge. The rest is history…
So, can you tell your life story in six words? Try here:
Constructing Identities Unit Project
Autobiographies, Biographies, Memoirs, and Narratives
“. . . a memoir has many purposes: to convert experiences into wisdom, to pass on values, to find forgiveness, to bring people from the past back to life, to see connections between experiences that seem unrelated.” P.J. Cherrin ( publisher of
Memoir Press)
Each of you has read about an individual who was of interest to you. Sometimes, learning about the lives of others helps shape one’s own meaning of life. What was it that intrigued you enough to read about this person? What did you learn from reading about the life of someone else? What words of wisdom will you take from this person? In what ways will you begin to shape your life based on what you have read?
It is now your turn to create a six-word memoir for the individual you read about. Using the details you recorded about your individual’s life, create five “slides” that each contain six-words and a supporting image. You may use ANY video editing/presentation programs (PowerPoint, iMovie, Prezzi, MovieMaker, PhotoStory, etc.) Refer to the resources below for inspiration and guidance.
Example:
Personal Impact
Reading about XYZ taught me to live life to its fullest. There is no guarantee for tomorrow. I want to be sure I get to experience all life has to offer before I regret not being able to do so.
“No one should put things off for anyone or anything. You are never promised tomorrow. Live life, love life” (84).
Live life beautifully, excitingly, without regrets!
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Resources:
Six Tips for Writing Six-Word Memoirs
http://www.smithmag.net/sixwordbook/2010/09/13/video-six-tips-for-writing-six-word-memoirs/
SMITH Magazine
http://www.smithmag.net/
Project will be presented on _______________________.
Constructing Identities Unit
Biography/ Autobiography/ Memoir Project
Focus Areas
Details
Provide details about this individual
Evidence From Text
Provide supporting textual evidence using MLA citations (at least two citations)
Early Life
Turning Point
Contribution(s) to Society
Personal Impact
Constructing Identities: Six-Word Memoir Project
NOVICE (20-23)
Getting Started APPRENTICE
(24-26)
On Your Way PRACTITIONER
(27-30)
You Made It! EXPERT
(31-33)
Above & Beyond
Points Earned Fo cu s A re a C ha rt
Two citations in MLA format for each focus area might not be included or the citations are incorrect.
Chart is hand- written
Focus areas have limited details
Minor
problems with MLA citations
All focus areas
are explained in detail and follow the Strong
Command Column on the Standard Writing Rubric (S.W.R.)
All focus areas
have two MLA citations as support
Chart is typed
Details column
is written in complete sentences/ paragraph.
All writing is consistent with content
described in the Superior
Command column on the Standard Writing Rubric (S.W.R.) Vi de o/ P ow er Po in t/ Vi su al P re se nt at io n
Video contains
an original six-word
phrase/senten ce that is representative at least three of the focus areas
Images may
not all relate to the individual’s life
Music may not
relate to the individual’s life
Text in the video is illegible
Video contains
a six-word phrase/senten ce that is representative of each focus area
Images may
not all relate to the
individual’s life
Music/ Visuals somewhat relates to the individual’s life
Text in the video is mostly legible
Video contains
an original six-word
phrase/sentence that is
representative of each focus area
Images relate to
the focus area as well as the individual
Music/ Visuals
corresponds to the individual’s life
Text in the video
is legible and written in
accordance with the Strong Command column of the S.W.R.
Each focus area has two six-word combinations that are original and innovative
All text is consistent with the Superior Command column of the S.W.R.
A short video clip of the individual in action is included at the end of the
presentation (e.g. an interview, segment from a movie, etc.)
Pr es en ta tio n
Presenter only introduces him/herself
Presenter shares
a brief,
unrelated facts about the individual
Student is distracted by audience
Voice is monotonous; many
words/phrases unclear
Student reads
from visual; does not make continuous eye contact
Speaks too
quickly; no pacing and/or pausing Presenter introduces him/herself and the person studied
Student has
repeated behaviors that diminish overall performance i.e. shuffling, fidgeting
Student is somewhat distracted by audience
Voice is mainly monotonous; some
words/phrases unclear
Student reads
often from visual; does not make
continuous eye contact
Speaks mostly
too quickly; no pacing and/or pausing
Presenter is able to clearly state his/her name and introduce
individual studied
Only 1-2 distracting
behaviors that do not diminish the overall
performance
Voice is a bit too soft/too loud; eye contact is mostly continuous/doesn’t read from visual; pacing minimally varied; at times delivery is too fast or too slow
Presenter demonstrates knowledge of the individual and can clearly and
succinctly
articulate his/ her accomplishments
Presenter
demonstrates superior presenting skills
(Calm, confident, no fidgeting, clear articulation, appropriate speaking volume, continuous eye contact, doesn’t read from visual,. varied pacing to enhance message – not too fast or too slow –, and appropriate body language, etc.) Presentation demonstrates thorough knowledge of individual and creatively and clearly
