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Speaking Out: Feature Story A Freedom Writers Diary Lesson

Description: For this lesson, students will be completing a writing activity where they reflect on their favorite entries from the Freedom Writers Diary. Students will speak out and create a feature story of their own. These feature stories will include quotations from the text, background research on their topics, and evidence from interview with their classmates and peers. Students are able to draw connections between their own lives and the Freedom Writers lives by developing an appreciation for how reading can increase knowledge of oneself and the overall human experience. Subject: Social Skills Instruction time: 4 day lesson - 40 minutes each Students level by grade: 9th Grade Standard(s) to be addressed: Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. (WHST. 9-10.6). Enduring Understandings/Essential Questions targeted in this lesson: Students will be able to develop a thorough understanding and appreciation for the experiences of the Freedom writers.

Learning Objectives for this lesson: Students will be able to complete a graphic organizer. Students will be able to create a Feature Story demonstrating their understanding of a specific Freedom Writer journal article. Students will be able to assess other peers work.

Identified student needs and plans for differentiation: Students who may need writing differentiation will create a short paragraph (3-5 sentences) instead of completing the full process of rough and final drafts of the project. Students who need extra support and modeling will have 1-1 assistance with the teacher or classroom assistant.

Specific resources needed for this lesson: The Freedom Writers Diary Computers / iPads / Laptops / Typing Technology Journals Pens & Paper Write For Your Life article Graphic Organizer Megaphone Elmo / Projector Sticky Note Wiki Page Link

Instructional method(s) used in this lesson: Graphic Organizer, Technology alongside of reading & writing, Whole Class, Small Groups, Partners, & Individual Work First, students will work with their small table groups (4) students, and review some of their favorite entries from The Freedom Writers. After completing this discussion, students will select 1 topic for their
This lesson was created with the assistance of The Freedom Writers Diary Teachers Guide.

feature story. o Examples: Abuse, Broken Families, Discrimination, Drugs, Foster Care, Gang Involvement/Violence, Peer Pressure Second, students will thoroughly analyze their selected diary entry(ies) and utilize the technology (computers) and consult the internet for relevant supporting newspaper and magazine articles, library materials, and interviews with fellow classmates and/or peers. o Examples of good places to consult: Friends Families, The Freedom Writers Diary, Documentaries, Local and National Newspapers, Online Databases, Magazine Feature Stories Third, the teacher will explain and model the purpose of the megaphone graphic organizer. It will be used to represent speaking out and sharing ideas with a large number of people. Students will individually outline their story utilizing the megaphone graphic organizer. o For modeling purposes, the teacher will display 2-3 different examples of completed megaphone graphic organizers. o The teacher will model the format of how it is to be filled out: First Line: Detail the specific diary number and include a sample quotation from the entry. Following Lines: List evidence and ideas. Fourth, students will to an exchange their respective megaphone graphic organizers with another group of 4. Students will give their peers feedback on a provided sticky note. o The teacher will provide the students with specific criteria & guidelines for the type of feedback that they should be giving their peers. Is there a thesis, clear topic addressed? Is there sufficient evidence provided? Does the evidence develop and support the writers main point? Does the writer make a forceful, compelling point about the topic? Fifth, students will read the Write for Your Life article with an assigned partner. o For teacher reference, this article addresses why writing is an invaluable way to make sense of our selves and our lives. o For teacher reference, students are completing this because the article interweaves evidence from film, history, ordinary life, and literature. Sixth, students will individually begin typing their rough drafts on the computers for their very own Feature Story. o Students will print and have a quick conference with the teacher after these drafts are complete. The purpose of the conference is to obtain feedback. Seventh, students will make 3 copies of their Feature Story Draft. These will be distributed to 3 members in the class. Students will provide feedback on a provided sticky note on the following terms: o Rank 1-5 whether or not this feature story makes an interesting point. o Rank 1-5 whether or not there is evidence to support and develop the writers point. o You rocked o You could improve Last, students are to revise their feature stories and submit final drafts on the class wiki page.

This lesson was created with the assistance of The Freedom Writers Diary Teachers Guide.

This lesson was created with the assistance of The Freedom Writers Diary Teachers Guide.

This lesson was created with the assistance of The Freedom Writers Diary Teachers Guide.