Your Young Adult Fiction | Meridian Stories

The Challenge

Every year, Meridian Stories asks teams of students to create scenes that reflect the parameters of a literary genre. Last year, we proposed Young Adult (YA) Fiction and because 2018 saw such a great range of thoughtful and probing entries, we are returning to this wide-ranging genre again. This genre is not as clearly recognizable as, say, a dystopian story or a mystery. But it does have some very clear parameters.

For the purposes of this Meridian Stories challenge, the parameters of the genre that we are emphasizing are as follows:

A YA novel follows a teen protagonist as she or he confronts both a personal and societal problem for the very first time.

A YA novel explores issues that are common to adolescence – that are easily identifiable to middle and high school students – such as peer relationships, parental and authority figure relationships, social media identity, getting into trouble, familial difficulties and a burgeoning understanding of the complexities of the adult world.

A YA novel is designed to be a genuine and authentic reflection of the lives of their target audience. Not of their lives necessarily – some protagonists do things that most readers could never do! – but their emotional cores. It achieves this partially by presenting the world through the eyes of a teenager. The story is always their story; the world that they see is the only world that we, the reader, usually experience.

Finally, the YA novel often leads the reader to a hopeful conclusion.

In this Meridian Stories Competition, show us two scenes from your YA novel. In the first scene, show us the personal or societal problem that your protagonist is confronting for the very first time. In the second scene, give us a hint about how that ‘confrontation’ is going. It doesn’t have to be resolved but let us know how the world for your protagonist is evolving.

Deliverables include:

YA Scene (this is the only Meridian Stories deliverable)
Scene Outline (at teacher’s discretion)
Final Script (at teacher’s discretion)

Assumptions and Logistics

Time Frame – We recommend that this Meridian Stories Competition takes place inside of a three to four-week time frame.

Length – All Meridian Stories submissions should be under 4 minutes in length, unless otherwise specified.

Submissions – Keep in mind that each school can only submit three submissions per Competition (so while the entire class can participate in the Challenge, only three can be submitted to Meridian Stories for Mentor review and scoring).

Teacher Reviews – All reviews by the teacher are at the discretion of the teacher and all suggested paper deliverables are due only to the teacher. The only deliverable to Meridian Stories is the media work.

Teacher’s Role and Technology Integrator – While it is helpful to have a Technology Integrator involved, they are not usually necessary: the students already know how to produce the media. And if they don’t, part of their challenge is to figure it out. They will! The teacher’s primary function in these Challenges is to guide the students as they engage with the content. You don’t need to know editing, sound design, shooting or storyboarding: you just need to know your content area.

Digital Rules/Literacy – We strongly recommend that all students follow the rules of Digital Citizenry in their proper usage and/or citation of images, music and text taken from other sources. This recommendation includes producing a citations page at the end of your entry, if applicable. See the Digital Rules area in the Meridian Resources section of the site for guidance.

Location – Try not to shoot in a classroom at your school. The classroom, no matter how you dress it up, looks like a classroom and can negatively impact the story you are trying to tell.

Slate – All media work must begin with a slate that provides:

the title of the piece;
the name of the school submitting;
the wording ‘Permission Granted’ which gives Meridian Stories the right to a) publicly display the submission in question on, as linked from or related to or in support of Meridian Stories digital media; and b) use it for educational purposes only; and
We strongly recommend that students do not put their last names on the piece either at the start or finish, during the credits.

Collaboration – We strongly recommend that students work in teams of 3-4: part of the educational value is around building collaborative skill sets. But students may work individually.

Presentation – We strongly recommend that at the end of this process, the student teams present their work either to the class and/or to assembled parents and friends as a way to showcase their work. The workforce considers Presentational Skills to be a key asset and we encourage you to allow students to practice this skill set as often as possible. These short videos provide a great opportunity for kids to practice their public presentational skills.

Our research indicates this to be a really useful exercise for two additional reasons:

Students actually learn from their peers’ presentations – it is useful to hear a perspective that is not just the teacher’s; and
The public setting – painful as it is for some students – provides them with an opportunity to ‘own’ their work and to be more accountable.

The Process

During Phase I, student teams will:

Analyze the YA genre. As a team, compile a list of some of your favorite titles in this genre of literature and note favorite moments and characters; most compelling scenes and truths discovered. The idea here is to get a sense of what and who moves you in your experience in this genre and to use this information to inform your own YA scene creation.
Is there an author that your team has collectively experienced? Or is there an author that you think speaks for aspects of your generation? If so, take a moment to read some work by that author so that you all have a common YA reading experience.
Pick a lead character…or a lead problem/conflict/issue to develop. There is no right way to approach this: the character creation can come first, around which a story will then be created, or vice versa.
Character Creation – In the view of Meridian Stories, the best way to create a new, believable and authentic character is to base this character on someone that you know; someone that is unforgettable in your world. Once you agree on the foundations for your character, embellish.
While adjectives are fine to help understand your character – the character is “gregarious, athletic and self-involved” for example – characters are defined by the decisions that they make. So as you continue to develop your protagonist, ask what decision your character would make in any number of situations. That is how you get to know your fictional creation.
Protagonists – your lead character – are often facing a problem in the form of either a circumstance, or another person. Develop other characters as need be to help add depth to your scene and your fictional environment.
Conflict Creation – In the view of Meridian Stories, the best way to create a new, believable and authentic situation is to base it on real events. Don’t replicate those real events but use a real situation as the premise for your conflict. Look at social media, local newspapers, national news, and/or TV episodes that are memorable, to help you select a topic/conflict, around which to develop your scene.
- When creating your scene, consider what your characters are trying to accomplish in your scene: Understanding? Rebellion? Resolution? Unmasking deception?
So, you can start with your characters and create a scene that fits the attributes of your character, or you can start with a scene and match a character to the conflict.
Outline your scene, keeping in mind the attributes of the YA novel outlined above.
Teacher’s Option: Scene Outline – Teachers may require that teams hand in an outline of their scene, along with a brief character description of their lead protagonist.

During Phase II, student teams will:

Brainstorm your approach to shooting your scene. With the story outlined, where are you going to shoot this? Who is playing your lead character? (You can go outside your team to cast the characters, if desired.) What are they wearing? How many locations (keep in mind that this Challenge asks you to present two scenes)? Is this being shot with one camera or two? Or, perhaps, the whole thing is going to presented in an animated or graphic novel style. Up to you.
Keep in mind perspective: who’s story are you telling? Is the camera coming from the mind and angle of your main character? Or is it a third person narrative?
Keep in mind that this asks you to present two scenes that aren’t necessarily consecutively sequenced. In other words, the second scene may take place days, weeks or 100 pages after the first scene.
Draft the script. Once your first draft is completed, read it out loud, several times, listening for moments that are lively and authentic vs. moments that are expository and lifeless. Based on discussions, begin your second draft.
Finalize your script. Keep in mind that the YA genre works if the characters, the language they use and the situation they are in are honestly and genuinely depicted: if all these elements resonate with truth. Authenticity and truth are the backbone of this genre: if the script doesn’t ring true to you and your peers, the scene won’t work.
Teacher’s Option: Shooting Script – Teachers may require that each team submit the final shooting script.

During Phase III, student teams will:

Pre-produce the scene (if being shot on location):

Scout locations for shooting;
Create costumes, props and other set pieces, as needed;
Prepare the logistics for the actual shooting of the scene; and
Rehearse the scene.
Shoot the video.
Edit the video, adding stills and graphics as desired.
Post-produce the video, adding music and sound effects as desired.

Meridian Support Resources

Meridian Stories provides two forms of support for the student teams:

1. Meridian Innovators and Artists – This is a series of three to four minute-videos featuring artists and innovative professionals who offer important advice, specifically for Meridian Stories, in the areas of creativity and production.

2. Media Resource Collection – These are short documents that offer student teams key tips in the areas of creativity, production, game design and digital citizenry.

Recommended review, as a team, for this Competition include:

Meridian Innovators and Artists

Media Resource Collection

On Scriptwriting and Comedy – Kent Pierce

On Fiction Writing – Lily King

On the Importance of Character in Storytelling – Scott Nash

On Acting for Film and Stage – Janet McTeer

“Creative Brainstorming Techniques”

“Building Characters”

“Creating Storyboards, Framing a Shot”

“Scene Work: Camera Angles and Movement”

Evaluation Rubric – Your Young Adult Fiction

CONTENT COMMAND
Criteria	1 – 3	4 – 7	8 – 10
YA Genre – Characters	The lead character(s) is two dimensional and does not engage our interest	The lead character(s) has the qualities of a teen that could be the protagonist in a YA narrative	The lead character(s) is complex, engaging and exudes the qualities of a lead protagonist in a YA narrative
YA Genre – Language and Authenticity	The dialogue is not believable	The dialogue is believable	The dialogue is lively, authentic and believable
YA Genre – The Situation	The scene is not reflective of the qualities that characterize YA fiction	The scene is reflective of the qualities that characterize YA fiction	The scene reflects fully the qualities that characterize YA fiction

STORYTELLING COMMAND
Criteria	1 – 3	4 – 7	8 – 10
Acting	The acting is lacking coherence and discipline for the scene to be effective	The acting is good, contributing to the scene’s success	The acting is exciting and engaging, contributing to the scene’s success
Scene Structure	The two-scene structure lacks shape and coherence	The two-scene structure is coherent	The two-scene structure is compelling and engaging

MEDIA COMMAND
Criteria	1 – 3	4 – 7	8 – 10
Setting and Cinematography	The setting and use of the camera don’t support the action of the scene or help reveal character or create the necessary tension	The setting and use of the camera support the action of the scene and help reveal character and create the necessary tension	The setting and use of the camera enhance the action of the scene, revealing character and creating the necessary tension and tone
Sound Design	The mix of music and sound do not enhance storytelling	The mix of music and sound service the storytelling	The mix of music and sound enhance the storytelling
Editing	The video feels patched together and the overall editing distracts from the narrative	The video flows, but there are occasional editing distractions	The video is edited cleanly and effectively, resulting in an engaging video experience

21^ST CENTURY SKILLS COMMAND (for teachers only)
Criteria	1-3	4-7	8-10
Collaborative Thinking	The group did not work together effectively and/or did not share the work equally	The group worked together effectively and had no major issues	The group demonstrated flexibility in making compromises and valued the contributions of each group member
Creativity and Innovation	The group did not make a solid effort to create anything new or innovative	The group was able to brainstorm new and inventive ideas, but was inconsistent in their evaluation and implementation of those ideas	The group brainstormed many inventive ideas and was able to evaluate, refine and implement them effectively
Initiative and Self-Direction	The group was unable to set attainable goals, work independently and manage their time effectively	The group required some additional help, but was able to complete the project on time with few problems	The group set attainable goals, worked independently and managed their time effectively, demonstrating a disciplined commitment to the project

Essential Questions

What is the YA genre of literature? How is it unique and compelling? How does it relate to your own life and to your generation as a whole? Is there an author who speaks for your generation in this way?
In creating your own narrative in this genre, what have you learned about the power of YA literature and resonant fictional characters?
In developing a new scene on paper, what have you learned about character creation, dialogue writing and scene structure?
How has immersion in the creation of original content and the production of digital media – exercising one’s creativity, critical thinking and digital literacy skills – deepened the overall educational experience?
How has working on a team – practicing one’s collaborative skills – changed the learning experience?

Student Proficiencies

The student will have a deeper appreciation and understanding of the YA literary genre and its relevance to their lives and society.
The student will understand the challenges and rewards of crafting a fictional narrative that features characters with whom they identify.
The student will have created new characters, written dialogue and prepared an original scene on paper as part of an exploration of the YA literary genre.
The student will utilize key 21^st century skills, with a focus on creativity, critical thinking and digital literacy, in their process of translating their understanding of a literary genre into an original scene that reflects the key elements of that genre.
The student will have an increased awareness of the challenges and rewards of team collaboration. Collaboration – the ability to work with others – is considered one of the most important 21^st century skills to develop in students as they prepare for life after secondary school.

Common Core Curricular Correlations

The Your Young Adult Fiction Challenge addresses a range of curricular objectives that have been articulated by the new Common Core Curricular Standards – English Language Arts. Below please find the standards that are addressed, either wholly or in part.

Common Core Curricular Standards – English Language Arts Standards

*Standard*	*8^th*	*9^th/10^th*	*11^th/12^th*
RL 3 READING: LITERATURE Key Ideas and Details	Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.	Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.	Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
W3 WRITING Text Types and Purposes	Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W4 WRITING Production and Distribution of Writing	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5 WRITING Production and Distribution of Writing	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W6 WRITING Production and Distribution of Writing	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
SL1 SPEAKING AND LISTENING Comprehension and Collaboration	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.	Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL6 SPEAKING AND LISTENING Presentation of Knowledge and Ideas	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L2 LANGUAGE Conventions of Standard English	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L3 LANGUAGE Knowledge of Language	Use knowledge of language and its conventions when writing, speaking, reading, or listening.	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L5 LANGUAGE Vocabulary Acquisition and Use	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.