Freedom Writer/Poetry
IP study work
5 credits
Directions:
Sticky Notes: Write a sticky note for every 3-4 entries with a brief explanation of what is going on so far.
Journals: Write a paragraph for each journal entry. Stay on topic and elaborate as much as possible with examples when needed.
Vocabulary: Define the term and use in a sentence of your making.
Violence chart: Keep a chart of all of the violent acts the students see in their lives. Explain how their environment and life circumstance affect who they are. List the character, event and impact of event in the chart.
Quizzes: Answer all questions with details to support answers.
Tests: Answer all questions with details. Essays must be include an introduction, supporting paragraphs and a conclusion.
Journal #1: Do you think people should be labeled? Why is this harmful?
Vocabulary #1:
Depiction
Reputation
Meticulous
Distinguished
Perished
Read Pages 1-17.
Journal #2:
Ms. Grunwell is frustrated by the labels given to her students. Put yourself in her shoes. What could she have done in the first days of school to show her students that she didn’t believe in those labels?
Journal #3:
In Diary entry #2, a student describes how strictly segregated the high school quad is at lunchtime. Do you see this in your school? Can people move from group to group without problems? Explain.
Violence Chart: Begin to add to the chart at least 3 events, the events that happened so far, the characters involved and impact of these events.
Journal #4:
During Diary #3 one writer is jumped by five other students. Why did they go after her? Why does she vow to get revenge on these five even though they are “just like” her?
Vocabulary #2
Degrading
Dependable
Alienated
Paranoid
Read pages 18-29
Quiz#1:
Choose 2 characters you have meet so far and tell about them. What type of person are they? What are they doing and what do you think will happen to them in the future? Make some predictions based off what you read so far.
Give at least three things Ms.Grunwell does for her students. Tell your opinion of how you think she is doing so far? Will she survive?
Journal #5:
The writer describes witnessing the death of a friend. Examine how this death affects the way the Freedom Writer feels about people and life. What other changes might someone experience after the loss of someone close?
Violence chart: Fill in additional events that have happened. You should add at least three. Again explain who, what and how it impacted their lives.
Vocabulary #3:
Portrayal
Shame
Ambition
Harmony
Read pages 30-46
Journal #6:
In one entry, a group of people who are present during an accidental shooting change the crime scene and make it look like a suicide. Why did they do this? Have you or someone you know ever chosen to change a version of events rather than tell the truth?
Quiz #2
Vocabulary #4
Derogatory
Integral
Hypocrisy
Internment
Irony
Intimidate
Read Pages 47-63
Journal #7:
One of the diary entries a student has lost everything that matters but then finds hope in returning to Ms. G’s class and his classmates. Think of a person in your life who symbolizes the same hope Ms. G. and her students offered this student. Explain what that person means to you.
Violence chart: Add at least three more events to this chart, include the name of person, event and impact.
Journal #8:
In Diary 25, this freedom Writer explains a portion of what life is like for someone living with a chronic illness. Through all of the complications of the illness, this student wants nothing more than to return to school and Ms. Grunwell’s class. Write to explain why returning to the routine is so important to this student? How do you do with routines?
Read pages 64-76
Vocabulary #5
Perish
Potential
Propaganda
Restitution
Stereotype
Stigma
Journal #8:
Many people are judged for different reasons. One Writer describes a time where he suffered discrimination because of the way he was dressed. Think about how other people react to your own appearance. Describe a time when you or someone you know was treated differently from others because of what they were wearing.
Quiz #3:
Vocabulary #6
Belittle
Blatant
Circumstances
Contemplate
Discrimination
Entourage
Facade
Read pages 77-94
Violence chart: Add at least three more events to this chart, include the name of person, event and impact.
Journal #9:
How did Ms. G. and her students manage to get Zlata to their school? Explain what they did and why it was important.
Read pages 95-107
Quiz #4
Vocabulary #7
Harassed
Hereditary
Humane
Perpetuating
Persecuted
Regulate
Read pages 108-123
Journal #10:
One student in Diary #55 feels “No one really understood what I was feeling. They were so caught up in what they thought about me that they didn’t really care.” Reflect on a time when you felt misunderstood. Write to explain why others did not understand you. What did you or could you do to help them have a better picture of who you were?
Read Pages 123-136
Violence chart: Add at least three more events to this chart, include the name of person, event and impact.
Journal #11:
Define Self-reliant- How does this word get used throughout this section? Give examples of when students feel they were self-reliant or not.
Journal #12:
In Diary 60, the young man offers John Tu a ride to his car. How does this turn out for him? What does he learn about this man and how does it change his thinking?
Read 137-154
Journal #13:
Ms. G. gave a new assignment of creating journals of their own life events. Give at least 2 examples of how the editing of these journal entries changed the lives of the person doing the editing? How does it help to know others have suffered like you? Explain.
Violence chart: Add at least three more events to this chart, include the name of person, event and impact.
Read pages 155-175
Journal #14:
What field trip did the students take? How did this impact them overall? Provide details from some of the diary entries.
Read pages 176-191
Quiz #5:
Vocabulary #8
Accolades
Advocate
Alienate
Alleged
Animosity
Apprehensive
Read pages 192-220
Journal #15:
This Freedom Writer shares her plans to become the first Latina Secretary of Education. Think about all that need to be done in the world. What “first” would you like to claim for yourself? How can you set yourself on the course to succeed in this goal?
Read pages 220-233
Violence chart: Add at least three more events to this chart, include the name of person, event and impact.
Journal #16
What is the reason some students will go to New York? Explain what happens and give some details of the trip.
Read pages 234-253
Journal #17:
What are Ms. G’s. plans for senior year for her students. Why do you think this is an important topic, especially for these students? Explain.
Read pages 254-277
Journal #18:
Why is being published a big deal? How do you think this will help them in the future? Explain how you would feel if you got something published.
Create a coat of arms. There is a template included in the packet. Be sure to make this nice and add color and pictures to your final piece.
Final Test:
Short answers: Answer the following questions in complete sentences and provide good details.
Essay: Read the essay handout and do 2 essays not one. Choose two topics that you can relate to and write a 5 paragraph essay for each topic.
Poetry Unit
Write the following poems and put together in a booklet.
Fall Spring
Falling Spreads
Around Petunias
Lovely Roses
Leaves In
Nearby
Gardens
5. Choose two song lyrics, school appropriate and tell what the lyrics mean to you.
6. Find two poems written by others that you like. Why do you like them?
7. Write two Haiku Poems: This should be a brief description of a vivid thought or observation on nature. It is usually about 17 syllables in three unrhymed lines (5-7-5).
Poppy petals fall
Softly quietly
Calmly
When they are ready
Put it together nicely to turn in.
Violence Chart
Violent act Character’s involved Results
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