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Inherent in every lesson, are a multitude of gifts. And that is what this course is all about. It's about choosing to take the high road that leads you to personal peace, happiness and freedom. It is my greatest honor to provide a road map for you to learn what I learned many years ago. Simply put — how do we stop the pain? How do we find solace in a heart that has broken a million times? Where do we go from here? Through this course you will As you go through your own transformational process, leading you to the freedom you desire, know that your courageous choice to do so is also helping to heal your children, partner, parents, colleagues, friends and ultimately, the planet.

Your intention to let go of the past and celebrate all the stories you have lived becomes the gift you offer humanity. Through mindfulness and intention you will revisit and embrace the milestones that have made your life rich with meaning. You will bring new clarity and understanding to old circumstances and put closure on unfinished business. Throughout the process you will laugh and cry at the meanderings of your life and bring to the present a new respect and reverence for the blessings of every day.

I came to learn the power of the pen when I was only eleven years old and given a diary which set me on a path of writing and healing that continues to this day. As you travel through the weekly assignments, you will come to know the creative and healing power of the pen as well. Woven throughout the course are examples of inspirational real-life stories that will stir your heart and inspire you to pick up your pen and write your own stories of transformation, healing and growth.

No writing experience is necessary. You are only asked to write from your heart and with new eyes. An endless well of wisdom comes to us from invisible places that the pen simply knows how to locate. What Others Are Saying. Her book, Re-Write Your Life, is a bright lantern, illuminating the often dark and tricky terrain of the soul. Grounded in personal experience, her techniques catalyze the deep authenticity possible to us all. Doris Trinh Lewis. Junie's course allowed me to find my way again. For the first time in 6 years. I was finally able to let go of my rage, find forgiveness in my heart and offer it to the man who caused the accident.

I wasn't prepared for you. Somehow, through your gentleness, caring and warmth, together with your knowledge and skills, you have created a space where I can feel safe and begin to tell my story in ways not before available to me. Your commitment and total belief in the process, little by little, removed my blocks and barriers to new awareness. Writing, once my survival tool, has now become a gift to be honored and cherished. Also the memory prompts were meditations that brought me deep into my own stories.

You were always uplifting and inspiring. I would highly recommend your class to people who are ready to move forward in their lives and truly let go and make peace with their past. And also to take responsibility for all of the reflections of myself these people and experiences have been. Thank you for providing such a healing, safe space to reveal what has been so difficult to express even in private before.

My life stories were eddying about. Writing them has opened new spaces inside me and opened the doors and windows on my creativity. Topics Covered. Time it Takes to Finish the Course. Although you have access to the entire 8-week program upon purchase, you may take as long as you like to complete it. There will be some stories that write themselves easily within a week.

There are others that may take longer. This is not a program to rush through. It is a profound healing journey where you will look back in order to move forward, and the time it takes is not important. What is important is that you feel complete with every story. A good illustration of why some people have to flee their country, and therefore helps raise questions about persecution and war. This could be used in PSHE and Citizenship lessons to start a discussion on what it's like for children adapting to life in the UK and the issues they are often dealing with when they arrive.

Re-Write to Re-Ignite Your Life

A set of guidelines for helping a new person from another country settle into school. I thought these 2 clips would be very apt this week with many of us starting with a new class, some children will be starting a new school, others moving into the juniors and some just going into a new class. There are lots of teaching opportunities. Write a letter to Nemo's dad reassuring him, which could then become a letter home to the pupil's parents. Design some school rules for the undersea classroom. Compare to 1st day of school for your children.

How do we look after new children in our school? Click the image to view the film and teaching ideas. A young deformed boy lives as a side-show freak. When his father asks him to make a birthday-wish he starts to imagine It's a metaphor for the expectation some parents have with their children, without seeing that they have other ambitions and their own dreams. Teaching Ideas Discuss the poster at the beginning. What is it advertising? What do we know about 'Freakshows' at fairs? Discuss and describe the setting.

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The caravan and how the weather is mimicking the mood. Stop on the still life at the beginning of the film. What does this tell us about the characters? The collars etc. Discuss why the film maker has chosen black and white. What does the boy wish for? Are these easily achieveable? What do we think of his father? What do we think of the people who go to see him and call him names? Write setting descriptions Write character descriptions Write a persuasive argument from the boy to the father about working with wood or similar, use emotive language.

This film made by WWF sees a chimpanzee sent into space during the space program in the 's as an experiment. Describe the sleeping chimp. Write a description of Earth from space pause at 2m 57 secs Use 'show not tell' to describe the astronaut only revealing that he is a chimp at the end of the description. Discuss and write down the types of things the chimpanzee would be feeling and thinking about. Use show not tell to describe his sadness at the end of the film.

Describe the concrete jungle he arrives in at Perhaps end with the line Research use of animals in space trials. Write a discussion piece. Write a persuasive piece about animals being used for scientific testing. Ask children to write a description of Earth, imagining they have left and then returned 65 years from now.

Cross Curricular Ideas Links with the history of space travel.

Life Is A Never Ending Learning Process, It Comes From Experience – talinorfali

Look at use of animals in other jobs. Children to design a campaign for protection of the planet. Treasure By Chelsea Bartlett Esther, a homeless woman, is searching through a junkyard.

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She passes by objects of possible use and worth in favor of things broken or old, until she finds just the right treasure. Key Questions Who is the old lady in the Junk Yard? Where has she come from? Why is she collecting things? How does she decide what to keep? How is she feeling throughout the film? Why does shed create a face out of the junk? Is this lady greedy? Is she happy? How can we tell? Teaching Ideas Describe the old lady's day, perhaps as a 1st person diary entry.

Use descriptive language to show how special the objects are to Esther; introduce hyperbole, an old, leaky umbrella could let the sunshine through on hot days. How can something rusty be described to sound beautiful? Perhaps have some objects in class for the children to describe in this way.

Link this to recycling and junk modelling. Check out the Recycled Art Foundation here on Facebook. Tabula Rasa means 'Blank Slate', perhaps the creators of this stylish animation are referring to the empty landscape that this animation is set in. We see a robot in a sparse, alien, post apocalyptic landscape. Teaching Ideas Write vivid descriptions of this alien world. Discuss why the robot is doing this. What makes him do it?

Write the story from 1st person or 3rd person point of view. How does the robot get to this point in the story? What happened prior to us meeting him for the first time? Is he the only thing left alive on Earth? Links with Science topic - Space. At the beginning of 'French Toast' we see the juxtaposition between the two main characters.

One poor looking man, who could probably be called a tramp, the second a business man in a French restaurant. The 'posh' man loses his wallet and in order to save himself the embarrassment of not being able to pay he orders a plethora of drinks to hide his mistake. When the tramp re-enters the bar shaking a collection tin the 'posh' man waves him away but a frail old nun makes a very charitable donation. The man decides he will try to pay his tab by stealing from the old lady.

However, the police arrive to foil his clumsy attempt. A twist in the plot leads to a humorous and interesting ending - with a not so swift getaway. Both of the main characters reveal their true colours; by the end of the animation we are left thinking that perhaps we should not judge a book by it's cover.

Louise Brooks This would be great for moral dilemmas. Play part of story then stop and asking is the person and what are they like. When a new character is introduced ask who is the better person - why? As each new character is introduced stop and 'pass judgement'. In the end who was the 'better' person. Could be used as PSHE curriculum. Pause at different stages. What should the main character do? What is the part of the lady? First impressions? Predict the ending. Andrea Elizabeth Great animation! For a bit of creative writing, ask students to write the internal dialogue of one of the characters.

How does the tone change throughout? If you have any more great ideas about how to use this animation in class please email me: rob literacyshed. The man is tempted to use the black hole to steal things. He first uses the black hole to steal from the vending machine and then from the office safe, however it doesn't go to plan. Teaching Ideas Ask the children to discuss what they would use the black hole for. Can it only be used for 'bad' things? Could it be used for good? If this was produced in the school photocopier room would it be best to keep it or destroy it?

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Can we justify our answers? Does he get away with it? Write a newspaper story about mysterious crimes that have been occurring, take witness statements etc that details seeing someone use the 'black hole' Write a description of what they place is like on the other side? Is it the same? Is it an opposite dimension, it may seem the same but somethings may be slightly different.

If they worked together they could get past, the bear and the elk are too stubborn and mean to help each other and they fall into the abyss. The rabbit and raccoon work together and go on their ways. Ask the children what this film teaches us. They could come up with a moral and a slogan. Walking through a desolate, industrial landscape a man comes across a red rope dangling from the sky.