Year 10 English

Freedom Writers Unit

Name:________________________

Contents
 Learning Intentions

Learning Outcomes

Reading Activities

Viewing Activities

Writing Activities

Speaking and Listening Activities

Deeper Learning Rubric

Guidelines

“For to be free is not merely to cast

off one’s chains, but to live in a
way that respects and enhances the
freedom of others.” – Nelson
Mandela.

Learning Intention
A learning intention is the answer to the
following questions: Why are we learning what we are learning? Miss, why are we doing this?
Put simply, the learning intention is what teachers intend (hope) you learn by the end of the lesson or in this case; a
unit of work. Learning intentions can be broad or focused on a big idea. For example, the big idea for the Freedom
Writers Unit is: ‘Breaking down barriers to enable change.’
Learning intentions can also focus on smaller aspects of learning. For example: ‘today I want you to become an
expert at the following film techniques: shots and camera angles’ or ‘today I want you to think critically about how
first appearances aren’t accurate’. The learning intention can focus on ideas or it can focus on gaining skills or
knowledge.
The learning intentions (based upon ideas) for the Freedom Writers Unit as a whole are:
- We can empower ourselves to overcome adversity
- We should challenge stereotypes and social conventions
- Creativity can enrich our lives
- Appearances can be deceiving
- We should stand up for what we believe in
- Relationships are valuable.
Learning Outcomes
While learning intentions look at why we do what we do in class, learning outcomes are what we get out of a
lesson. This is commonly either a skill (something we do) or knowledge (something we get to know more about).
Learning outcomes are based on what the curriculum for each class requires us to know. The Victorian Curriculum
contains critical information that each subject should cover so that students in all Victorian schools learn the same
thing.
In English for example, we focus on the following areas:
 reading and viewing
 writing
 speaking and listening.
Each activity in this unit of work focuses on a learning outcome from each of the areas mentioned above. Beneath
each activity within this booklet is one or more of the learning outcomes that you should achieve through the
completion of the activity.
An example from the Speaking section of this booklet is:
- Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate
arguments, including texts that integrate visual, print and/or audio features (VCELY449)
Reading
Although this unit is centred on a film, the film itself is based on a book. Throughout this unit you will hear
segments from the ‘The Freedom Writers Diary’ along with related texts such as ‘The Diary of Anne Frank.’ There
are many supporting texts that can be read to add greater meaning and enrich our understanding of the themes,
characters and symbols within the film. During the course of this unit, you will either be provided with, or have the
chance to discover some of these texts for yourself.

Research & Report

Activity 1: Find at least two resources for each of 2 different historical events that were mentioned in the Freedom
Writers Diary. Explain what the event is, what it involved and how the historical events had an effect on the events
in the Freedom Writers film. This will be submitted as a paragraph of writing. Word count for each historical
event: 300 words. Completed report must include a bibliography.
Examples of historic events:
- The LA Riots
- Rodney King
- The Freedom Riders
- The Holocaust

Examples of resources:
- Websites
- Newspaper articles
- Books (online or from the library)
Reading

Activity 2: Pick 2 diary entries from the Diary of Anne Frank. For each entry include the
following:
 the date
 page number
 a list of personal pronouns used in the text (e.g. we, us, I)
 a comment on how the language is used (how does it make your feel as the reader)
 how it has been personalised (what has made this entry unique to her)
 how it reflects the culture of the time (find evidence – for example, ‘we walked everywhere’ might indicate
they were poor or there were no cars)
 what gives you an idea about something to write in your own diary.

This will be submitted as a paragraph of writing. Word count: 150-200 words.

Book recommendation
Continue reading independently throughout this unit of work. Consider reading books that both entertain but also
challenge you as a reader. Don’t settle for a book you can read in a day but forget just as quickly.

Activity 3: Write a recommendation for a book you have read in the last 3 months or are currently reading.
In your recommendation you should include: what happens in the book (without spoiling the ending!), your
favourite character and why, whether or not you would recommend it to a friend. If your book is non-fiction on, for
example, basketball, explain the purpose of the book, something new you learned and something you found
interesting. Word count for recommendation: 150-200 words.
Reading
Activity 4: Find 2 newspaper articles (paper or online) that talk about the issues raised in Freedom Writers. Link
each issue to a moment in the film. Compare how it is presented in the film compared to how it is presented in the
newspaper. This will be presented as a set of annotated articles. Total word count: 200-300 words.
Issues raised in the film:
- Violence in schools
- Racial inequality
- Gangs
- Identity (self-expression, race, stereotypes, etc.)
- Homelessness
- Cultural diversity
- Hostile work environments
- Gun Control
- Positive role models (teacher-student relationships, heroes, etc.)
- Family support (partners, siblings, extended family, friends, etc.)
- Poverty

Learning outcomes - reading

- Explore and reflect on personal understanding of the world and significant human experience
gained from interpreting various representations of life matters in texts (VCELT437)

- Analyse how the construction and interpretation of texts, including media texts, can be influenced
by cultural perspectives and other texts (VCELY441)

- Understand that roles and relationships are developed and challenged through language and
interpersonal skills (VCELA453)
Viewing
After watching a film in English, the next step is to analyse what you have
seen. This is more than what happened or who is who. To analyse a film
you need to know the parts that go into making a film. Unlike other texts
such as novels, poems or newspaper articles, films require us to use our
audio and visual senses to comprehend what story we are being told.

Activity 5: Using the PowerPoint titled Cinematic Techniques Viewing

Activity 1 in your learning tasks create a glossary of different film techniques. Replace each provided example on
the blue tinged pages with a screen shot from the film illustrating the same technique described. Replace details of
each shot with the time that it appears in the film and a description of why this technique is useful for this shot or
technique. Your description should be 3-4 sentences.
What you may need to include:
- Shots (Establishing shot, long/medium shot, close up, extreme close up)
- Camera angles (Low angle and high angle)
- Lighting (Low key, high key, side lighting, front/back lighting)
- Sound (Diegetic and non-diegetic)
- Camera Movements (Pan, tilt, zoom, dolly/tracking, boom/crane)
- Editing techniques (Cut, fade, dissolve, wipe)

Learning outcomes- viewing

- Understand that authors/directors innovate with text structures and language for specific purposes
and effects (VCELA429)

- Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other
language features, in short stories, film, literary essays and plays (VCELT440)

- Listen to spoken texts constructed for different purposes and analyse how language features in
these texts position listeners to respond in particular ways, and consider the interaction skills used to
present and discuss ideas, or to influence and engage audiences through persuasive language, varied voice
tone, pitch and pace (VCELY455)

Rubric- viewing

High 4-5 Medium 3 Low 0-2

 Identification and Extensive and comprehensive
description of film description and identification of a
techniques. range of techniques including an
example for each required
technique.
Identification and description of a Identification and
range of techniques including an description of a limited
example for most techniques. range of techniques with
few examples.

Explanation and Detailed discussion of film Some discussion of most of the film Limited discussion of some
discussion of film techniques linked to direction and techniques. Some attempt to link to film techniques. Limited to
techniques used by the story line (plot), themes and director’s intention and audience no linking to directors
director and why. intended audience response. response. intention or audience
response.

Presentation Great presentation of film
technique shot and discussion.
Time of scene included. Correct
punctuation, spelling and
grammar used throughout.
Presentation of shot and discussion
showing a basic understanding of
film techniques. Time of scene
included for several shots. Few
punctuation, spelling and grammar
errors.
Little to no effort made in
presentation. Common
errors in punctuation,
spelling and grammar.

Self assessment
Using the above rubric highlight the area you feel you are in for activity 5. Answer the following questions:
What did I do well in this activity?

What could I improve?

Writing
Inspired by the Freedom Writers film, the bulk of the writing for this unit will be diary writing.
You will each be given a diary with the expectation that you write in it every day. By increasing
the amount and frequency of your writing you will also be improving your writing skills.
Through expressing thoughts, feelings and experiences you are developing your own unique
voice that is communicated in your writing.

Activity 6: Write in your diary daily. The complete set of instructions are included on the
back of your diary. You may include pictures, drawings, poems, songs, quotes or
anything else you wish to record and share. It is yours to keep and yours to personalise.
So please make it your own!

Rubric - Diary writing

High 4-5 Medium 3 Low 0-2
 Personalisation Diary is unique to the
individual writing in it and has
been personalised with
pictures, quotes, lyrics,
drawings, etc.
Effort Diary entries are 1 page in
length or longer, highly
detailed and descriptive.
Diary is somewhat unique to the
individual writing in it (entries are
occasionally generalised) and has
been partially personalised with
pictures, quotes, lyrics, drawings,
etc.
Diary entries are mostly 1 page in
length or slightly shorter, includes
some details and descriptions.
Diary is not unique to the
individual writing in it (entries are
very generalised) and has no
attempt at personalisation with
pictures, quotes, lyrics, drawings,
etc.
Diary entries are consistently short
in length (half a page or less),
lacking in detail or descriptions.

Consistency Diary entries are written daily
(or on a highly regular basis)
and discuss unique events (they
are not overly repetitious)
Diary entries are written daily on a
regular basis (once or twice a week)
and discuss unique events (they are
not simple repetitions of previous
entries)
Diary entries are written
infrequently (only when prompted
in class) and are very repetitive.

Writing
Activity 7: Pick three entries (depending on length) that you wish to get published. You will need to produce
multiple drafts showing editing skills such as improvements in sentence structure, vocabulary, punctuation and
spelling. Your entries will be combined with entries from other class members to create a whole class diary. This
will be published and displayed in your school. All diary entries will be anonymous; using pseudonyms (fake
names) and be randomly allocated a number (for example, Entry 1). When published, the whole class diary will
have diary entries from every student and be a celebration of the experiences from your time writing during this
unit.

Learning outcomes- writing

- Understand how punctuation is used along with layout and font variations in constructing texts for
different audiences and purposes (VCELA445)

- Publishing texts using a range of software, including word processing programs, flexibly and
imaginatively (VCELY451)
 - Review and edit students’ own and others’ texts to improve clarity and control over content,
organisation, paragraphing, sentence structure, vocabulary and audio/visual features (VCELY450)
Speaking and Listening
Being able to speak clearly is incredibly important - firstly to get your point across and secondly, to be understood.
In English, we practice these skills daily when we articulate our ideas, share interpretations and opinion. An oral
presentation is the opportunity to demonstrate those abilities in a formal setting; a crucial skill that you will apply
in the real world constantly.

Activity 8: Brainstorm ideas for your oral presentation. Your opinion/thoughts/theories on the film and its issues
are what you are aiming to share. Think broadly, consider different points of view. Ideas come from many places
and here are some starting points. You must produce a comprehensive mind map (see below for template idea) for
completion of this activity.
1. Below, you have been provided with a series of prompts under ‘Topics for presentation’ that might spark
your interest and your imagination. You may choose one prompt and explore what the prompt means, your
opinion on it, different points of view.
2. Using your research into either a historical event or an issue from the film, you may further investigate this
area of interest and present it to the class.
3. You can pick your own topic (with negotiation with the teacher) but must come up with your own prompt
that connects the Freedom Writers with an issue or idea that is represented in the text.
Topics for presentation

Do you think writing can lead to change? Can writing really make a difference (for the
individual or a larger group)? Why or how? Consider speeches, letters and other written
forms.

Is the Freedom Writers Diary an amazing true story of strength, courage and
achievement in the face of adversity.

“Our class is as colourful as a box of crayons” –

sometimes we need to think outside of the box and colour outside of the lines.
Demonstrate how this relates to your own classroom, the film and the community we live
in.

“We seem to be trapped in some sort of cage...my cage is my own

house”. In the Freedom Writers Diary, the character Ava is trapped in a cage created by
the expectations of her family on always putting their racial group first. She lived in that
cage which she’d made her house, her living space, until she made the decision to leave it by
telling the truth. Do you feel like you have cages that you or others have created but that you
have decided to live in, perhaps because it is easier? What other type of cages did other characters from the film
live in?

This quote (pictured to the left) from the Freedom Writers film
illustrates the isolation that teenagers feel from adults and others in
the community. Do you agree/disagree? What can be done/is done
to change this understanding amongst teenagers?

“That’s the beauty of education, kids taking lessons out of the classroom and back into their own world where they
can positively affect their family, their friends, and their greater community.” – Erin Gruwell. Do you agree with
this quote? Why/why not? Give examples of things that have been (or should be) taught in the classroom which
could create this effect.

Speaking and Listening

Activity 9: Presentation on an issue from the Freedom Writers Diary. Using your
brainstorm from activity 8 on a prompt or issue as a guide; create a presentation
using one of the suggested formats below. The formats suggested all involve an
element of ICT and you are encouraged to be adventurous with how you share
your findings.
Everyone in the class is expected to present; sharing what you have learnt and your opinions on the issues that
have been investigated throughout the unit. The method with which you present can be flexible.
If you create and imovie or other presentation that includes a recording of your voice you are able to play this on
the day of the presentation rather than getting up and presenting it in front of the class. You will still need to
introduce it.

Suggested formats for your presentation:

 Present your views in the form of an interview with a character from the movie and perhaps ask the same
questions members of your class. You could also survey class members and present your results to support
your views.

 Create a book using Storybird (storybird.com), Publisher or some other form that you can read to the class
which expresses your analysis of the quote or subject that you have researched. For example, your book
might explain what happened in the L.A. riots from one character’s perspective.

 Create a movie using imovie or something similar. Perhaps act out a couple of the pages of your diary as a
movie trailer. You might do a presentation on your identity (self-expression, race, stereotypes, etc.) and
how you feel others identify you compared to how you identify yourself. How can this help or hinder you in
reaching your future goals.

 Use PowerPoint, Prezi or something similar for your presentation. e.g.

https://prezi.com/qlm46hdrbs64/freedom-writers-diary/
Rubric- Speaking and Listening
Prompt and related topic:
TIME:
CRITERIA VH H M L VL NS
(5) (4) (3) (2) (1) (0)
Knowledge of the chosen issue including consistently relating
to the Freedom Writers (film or book)
Exploration of point of view / detailed response on given issue
Coherent structure
 Introduction
 Main points
 Conclusion
Control of the verbal aspects of language
 Expressive and fluent language
 Projection of voice
Control of the non-verbal aspects of language
 Eye contact
 Presentation of self and stance
 Use of cue cards
Use of visuals (PowerPoint etc. presentation)
 Easy to read
 Visually pleasing (colourful, easy to understand)
 Support what is being said
Punctuation, Spelling and Grammar.
Work handed in on time.

Learning Outcomes – Speaking and Listening

- Present an argument about a literary text based on initial impressions and subsequent analysis of the whole
text (VCELT436)

- Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate
arguments, including texts that integrate visual, print and/or audio features (VCELY449)

- Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal
elements for aesthetic and playful purposes(VCELY456)

Deeper Learning Rubric

Activity 10: Highlight the areas in the Deeper Learning Rubric below to indicate which areas you think you are
currently satisfying at the beginning of this unit.
At the end of this unit circle any areas where you feel you now satisfy. Have a think about why you think these
areas have changed. We will discuss this in a group.
Guidelines

- There are 10 activities in this unit and 10 weeks in which to complete them. This means you need to
average the completion of one activity per week. Some activities are longer than others and you need to
plan accordingly. You may complete tasks in any order (except 8 and 9 where 9 must be completed after
8).
- If you are not working to your negotiated workload, you may be sent to catch-up class.

- Any time you are absent, please refer to this booklet and your teacher to figure out the best way of
catching up on work.

- There will be due dates for what work should be completed and when. If you don’t think you will be able
to finish work by the due date, discuss this with your teacher.

- Do not rush!! We want you to hand in work that reflects both what you are capable of and how you have
improved. This means that we will provide opportunities for feedback and time for that feedback to be
taken on board and used in any final work handed in.

- If you have any questions or concerns - please ask. Sitting there unsure of what you are to do wastes
valuable time.

- All students who complete all 10 activities satisfactorily will participate in a celebration event to reward
your hard work and effort.