Introduction
Hello readers! I hope you enjoy learning about the Freedom Writers! You will gain a full understanding of the Freedom Writers, apply what you learned to your life, and write about it too. Enjoy!
Task
Throughout the lives of the Freedom Writers, there are several characters who are very important in the diary entires. After reading the diary entries, you will write an essay about which character you relate to most and why. The purpose of the assignments will be to increase your understanding of how our lives are similar to the lives of the characters in the diary. These assignments will also develop a deeper comprehension of who you are as a person.
Process
Section 1: Who were the Freedom Writers?
Read diary entry number 1- 10 and choose the character you relate to the most.
Section 2: What did you learn from the Freedom Writers?
Answer the questions below in paragraph form (typed, double-spaced, five sentences per paragraph, etc)
- Which character did you relate to the most? Why?
- What makes you think that your life is similar to the character you chose? Give an example.
- When have you ever felt a time in your life that someone has affected your life? Explain.
- How does this effect your life knowing all of the circumstances that the Freedom Writers went through? What will change in your life from this activity?
Section 3: Writing assignment
Choose one of the following prompts to write about:
• Have you ever kept a diary? If so, what did you write? Do you write about events, emotions, or both?
• Why do you think Ms. Gruwell makes the effort to take her students on field trips to museums and treats them to fancy dinners, new books and computers? How would this effect you?
• Ms. Gruwell is a huge role model and source of encouragement for her
students. Who is your role-model or biggest motivator in life? Who pushes you to succeed? If this person does not exist, what would you want this person to tell you?
Evaluation
Section 1:
The entries will be read in class. As long as your on task, you will get all 50 points for this section.
Section 2:
Each question will be worth 5 points. Make sure you have proper spelling, punctuation, and complete sentences.
Section 3:
|
Levels/Criteria |
4 - Advanced |
3 - Proficient |
2 - Progressing |
1 - Not Proficient |
|
Organization |
• Effectively organized in logical and creative manner |
• Organization is appropriate, but conventional |
• Attempts at organization; may be a “list” of events |
• Lack of coherence; confusing |
|
(Structure, Introduction, Conclusion) |
• Creative and engaging intro and conclusion |
• Attempt at introduction and conclusion |
• Beginning and ending not developed |
• No identifiable introduction or conclusion |
|
Content |
• Exceptionally clear, focused, engaging with relevant, strong supporting detail |
• Evident main idea with some support which may be general or limited |
• Main idea may be cloudy because supporting detail is too general or even off-topic |
• Lacks central idea; development is minimal or non-existent |
|
(Main Theme, Supporting details) |
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|
Voice |
• Expressive, engaging, sincere |
• Evident commitment to topic |
• Voice may be inappropriate or non-existent |
• Writing is lifeless |
|
(Personality, Sense of Audience) |
• Strong sense of audience |
• Inconsistent or dull personality |
• Writing may seem mechanical |
• No hint of the writer |
|
|
• Shows emotion: humour, honesty, suspense or life |
|
|
|
|
Mechanics |
• Exceptionally strong control of standard conventions of writing |
• Control of most writing conventions; occasional errors with high risks |
• Limited control of conventions; frequent errors do not interfere with understanding |
• Numerous errors distract the reader and make the text difficult to read |
|
(Spelling, Punctuation, Grammar) |
||||
|
Vocabulary |
• Precise, carefully chosen |
• Language is functional and appropriate |
• Words may be correct but mundane |
• Limited range of words |
|
(Precise, Effective, Imagery) |
• Strong, fresh, vivid images |
• Descriptions may be overdone at times |
• No attempt at deliberate choice |
• Some vocabulary misused |
|
Sentence Fluency |
• High degree of craftsmanship |
• Generally in control |
• Some awkward constructions |
• Difficult to follow or read aloud |
|
(Rhythm, Flow, Variety) |
• Effective variation in sentence patterns |
• Lack variety in length and structure |
• Many similar patterns and beginnings |
• Disjointed, confusing, rambling |
Conclusion
Congratulations! You have finished the Freedom Writers Webquest! You have just learned a lot about the Freedom Writers and their lives, so now it's time to live your life and apply what you learned!
