English Lesson Plan

Freedom Writers1

Objectives Students will engage in the following:

1. Thought-provoking group discussions that allow th
think and learn about tolerance, respect and trust,
overcoming adversity, family relationships, self-
awareness, steps to finding success, and the inequal
that exist in education.
2. Be able to make and write about comparisons betw
the Freedom Writers book and movie.
3. Have the opportunity to extend their learning throu
interactive activities that address the discussion the
4. Compile a class Google Document, creating pieces
expand upon taking the skills and knowledge obtain
from Freedom Writers to outside of the classroom,
eventually to be published into a class Freedom Wr
book. Pieces may include short stories, advice colu
poetry, or further research into Erin Gruwell’s effor
and organization.

Materials For this lesson, you will need:

o The novel, The Freedom Writers Diary by Freedom
Writers
o The movie adaptation, Freedom Writers
o Access to technology that will enable the use of Go
Docs
Access to a free publishing program

Procedures 1. First, have students watch the film adaptation of

Freedom Writers so as to not have preconceived no
or expectations that could potentially disappoint aft
reading the novel. Read the novel next, and let the
activities and discussions that follow throughout ro
outline comparisons of the two.

2. Throughout discussions about the movie and novel,

guide students to focus on what underlying messag
at hand through actions of the characters and their
shifting attitudes.

3. With the preceding discussion as background, sepa

the room into two sides, with a long strip of tape
running down the middle. With the following
statements, similar to those of Ms. Gruwell, but mo
lesson-oriented, ask students to stand on the line
according to their answer.*

4. After this exercise is complete, have the students si

circle for a collective discussion on some of the cho
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Adaptation from http://www.heartlandfilm.org/wp-content/uploads/FILM-freedom-writers-film-curriculum.pdf

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Creative Writing Unit
 English Lesson Plan

Line Game topics and choices to stand on the line.

Explain that the circle is a ‘spirit circle’, meaning n
hands must be raised, only speak if ‘the spirit’ mov
through you.

5. Follow up with “toast of change” questions gearing

towards the movie and novel, under the categories l
above (i.e., tolerance, earning respect and trust,
overcoming adversity, family relationships, and fin
success).**

Adaptations  Introduce the next task at hand, which will be comp

a class google document. The purpose of the docum
will serve as a ‘class-journal’ of sorts. Instead of
obtaining composition notebooks for just the teache
read, students will be able to share any personal sto
desired so as to find relatable and closer ties throug
peers. These shared stories will be transitioned into
class published book.

Enabling Google Docs Topics 1. Write a poem of a social issue that you wis
not exist.
2. Describe a time in which you felt vulnerabl
amongst a crowd. Why did you feel this wa
3. Describe a community in which you feel yo
belong.
4. List some steps you could take in order to h
diminish bullying or degradation.
5. Share a story of a time in which you felt a h
saved you.
6. Reflect back on Freedom Writers. What wo
you have done if you were in Ms. Gruwell’
shoes?

Evaluation 1. You may evaluate students on their participatio

class discussion. Carefully note which students
the Line Game to deeper consideration and
reflection than what was required.

2. Note which students actively engage in the Goo

Doc/book assignment. Does the incentive of
publication motivate students to push their writ
to its fullest potential?

Grade Level: 6-12

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Creative Writing Unit
 English Lesson Plan

*The Line Game

NOTE: It will be explained to the class that this exercise is free of judgment. It is a zone in
which they should feel comfortable sharing their true thoughts and ideas, without being afraid of
harsh criticism or the like.
 Stand on the line if you prefer
the movie over the novel.
 Stand on the line if you prefer
the novel over the movie.
 Stand on the line if you agree
with Ms. Gruwell’s actions in
attempting to better her
students.
 Stand on the line if you feel
that you truly respect and
trust your classmates.
 Stand on the line if you feel
that you empower a fairly
stable sense of self-
awareness.
 Stand on the line if you
struggle with family
relationships.
 Stand on the line if you feel
that you have a hard time
standing up for yourself and
your beliefs.
 Stand on the line if you’ve
ever felt degraded by one or
several of your peers.
 Stand on the line if you feel
that writing creatively is an
outlet, or an escape.
 Stand on the line if you feel
that writing can make a large
impact on a situation.

**Toast for Change

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Creative Writing Unit
 English Lesson Plan

a. Tolerance
i. Why do you think Erin refers to the Nazis as the most famous gang in
history? Why does this comparison make the students begin to listen to
her?
ii. What would you do to break the ethnic and racial barriers in Ms.
Gruwell’s classroom?
b. Earning respect and trust
i. Ms. Gruwell is the first teacher to show trust and respect for the “at risk”
students at Wilson High. How does Erin Gruwell demonstrate this? Why
are some students more resistant to trusting her?
ii. How are relationships healthier when the individuals involved have
mutual respect?
c. Overcoming adversity
i. Describe the transition in Ms. Gruwell’s classroom from the first day of
freshman year through senior year – how have the students changed? How
has Ms. Gruwell changed?
d. Family relationships
i. In the book, the students write openly in their diary entries about sensitive
family issues such as drug use and sexual abuse. How does Ms. Gruwell’s
class become a safe zone for the youth to express their sufferings?
ii. In what ways does Ms. Gruwell’s classroom become a family for the
students? Do you have a “family” outside your actual family?
e. Finding success
i. Describe how writing in journals helps transform the lives of the students.
How does writing “free” the students from their pain?
ii. Do you or have you ever kept a diary? If so, why do/did you write? Do/did
you write about events, or emotions or both?
iii. Why do we tell stories?

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Creative Writing Unit