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Directed by Richard Lagravenese

Synopsis

FREEDOM WRITERS is the story of an idealistic teacher’s attempts to make a difference in the lives of her at-risk students. Located in gang-ravaged Long Beach, California, Woodrow Wilson High is a hotbed of violence due to a voluntary integration program which brings Black, Latino, Asian, and White students together. Rather than having the desired effect of creating healthy diversity, this program breeds constant war between all parties involved, the result being daily gun shots, constant racial slurs, and gang violence. Played largely by young unknowns, the freshman class in question is both naive and wise beyond its years. While never having heard of the Holocaust, these kids are well-versed in the pain of poverty, the legal system, and death. Despite being up against unthinkable violence, devoted first-time teacher Erin Gruwell (Hilary Swank) never gives up, slowly bonding with her class of at-first unreachable pupils, breaking down their tough exteriors and getting at the real people beneath by encouraging the students keep daily journals. ()

Chapters

• War Has Been Declared

• Welcome to Freshman English

• Tribes

• Borders

• You Don’t Know Me

• The Line

• War Stories

• Permission

• Tolerance

• Home

• The Diary

• Heroes

• Courage

• Who Would You Pick?

• Blessed With a Burden

• Our Own Voices

Chapter 1 – War Has Been Declared

The scene begins with a series of news-clips reporting on extreme gang violence in Los Angeles, California, 1992 – events which were to be later known as the LA Riots.

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Answer the questions below as fully as possible.

1. What images are being shown?

2. What kind of editing had been used and what effect does this have on the scene?

3. Think about how camerawork is used to show the seriousness of the violence.

a) How are close-ups used and why?

b) How are pan-outs used and why?

4. How is sound and music used during this scene? What effect does this have on the audience?

5. How many deaths had there been in Long Beach following the Rodney King riots?

6. What ‘type’ of violence is at an all time high?

Characterisation - Eva’s Story

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Childhood

1. At the beginning of the scene, why is there a close-up of Eva’s face?

2. Think about Eva and her father in the toy-shop. What does this tell the audience about her childhood?

3. When Eva is on the porch, what sounds are heard.

4. Why is Eva’s dad arrested? Is he guilty?

Initiation

‘When I got my initiation into the gang life I became third generation. They beat you so that you don’t break. They are my family.’

1. What tone does Eva have when she says these lines?

2. What is interesting about the word ‘family’?

3. What does the close-up to Eva’s face show and how does this make the audience feel?

Teenage Life

‘It all comes down to what you look like. You could get blasted anytime you walk out your door…we fight each other for territory. We kill each other over race, pride and respect…war has been declared’

1. What is Eva running from?

2. What happens to her as she is running away?

3. What do these events tell us about Eva’s life?

Chapter 2 – Welcome to Freshman English

The audience is introduced to Erin Gruwell, a young enthusiastic first-time teacher. She is starting a new job at Woodrow High School where an integration program has recently been introduced in an attempt combat gang violence and racial tension.

Characterisation – Miss Erin Gruwell

Attitude

1. Describe Erin’s attitude towards her new job.

2. There are many close-ups of Erin’s face. What does this camerawork show the audience?

Appearance

1. Describe what Erin is wearing on her first day. What impression does this give the audience?

2. What is so significant about Erin’s pearl necklace? Think about what is might symbolise.

Characterisation - Students

Attitude

1. How do the students behave when they enter the classroom and how do they respond to Miss Gruwell?

2. The camera zooms in to show individual pupils. Write down some of the things they are doing.

Appearance

1. Why does the camera use a close-up to the white boy?

2. Why does the camera use a close-up on Eva’s ankle? What does this tell us about her?

Integration?

It is clear from the beginning that there is a strong divide between the existing students and the newly integrated students. Look carefully at the Mr Gelford’s classroom and compare and contrast it to Miss Gruwell’s classroom.

Complete the table below.

|Cinematography |Honours Classroom |Integrated Classroom |

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|Mis-en-Scene | | |

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|Lighting and Colour | | |

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|Camerawork | | |

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|Sound and Music | | |

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Chapter 3 – Tribes [pic][pic]

1. Why does Eva have to go to school?

2. What are ‘tribes’?

3. ‘We can feel it. Something was coming…’ What does Eva mean?

4. What atmosphere does the sound and music create at this point?

5. How does Erin feel as groups of students begin violently fighting each other?

6. How do Erin’s husband and father feel about her working at Woodrow?

Chapter 4 – Borders

The Classroom

1. Why are the pupils annoyed that Miss Gruwell is trying to use rap to teach them English?

2. Why do you think Miss Gruwell tried to use rap music in her lesson?

3. Why do you think Miss Gruwell makes the decision to move them?

4. Why does Ben not want to move?

5. ‘Well, there you are. I was wondering when you were gonna lose that damn smile.’ What does Jamal think of Miss Gruwell?

The Shooting

1. What are the camera shots of the two cars supposed make the audience think?

2. Explain fully what happens in the shop?

3. What does this incident tell you about their lives?

4. What decision does Eva make?

Chapter 5 – You Don’t Know Me

It is during this scene that Miss Gruwell sees just how deep-rooted the racial hatred and anger is between the students. She begins to understand the challenges her students face outside school and how unaware they are of the world that exists outside their community and gang-life.

Activity 1: Discrimination

Explain fully what is drawn on the piece of paper being passed around the class.

Explain fully what drawings the Nazis published to encourage hatred of Jews.

Activity 2: The Holocaust

‘You think you know all about gangs? You're amateurs. This gang will put you all to shame. And they started out poor and angry and everybody looked down on them. Until one man decided to give them some pride, an identity... and somebody to blame. You take over neighborhoods? That's nothing compared to them. They took over countries. You want to know how? They just wiped out everybody else. Yeah, they wiped out everybody they didn't like and everybody they blamed for their life being hard. And one of the ways they did it was by doing this: see, they print pictures like this in the newspapers, jewish people with big, long noses... blacks with big, fat lips. They'd also published scientific evidence that proved that jews and blacks were the lowest form of human species. Jews and blacks were more like animals. And because they were just like animals it didn't matter if they lived or died. In fact, life would be a whole lot better if they were all dead. That's how a holocaust happens. And that's what you all think of each other.’

• Read this speech carefully and study the pictures. Now discuss, with your teacher and class what, message Miss Gruwell is trying to give her students.

Analysing Dialogue

Activity 3: Gang Life

[Following Erin's impassioned speech about the Nazi Holocaust]

Tito: [raises hand] What's a holocaust?

Erin Gruwell: Who here knows what the Holocaust is?

[all keep their hands down except Ben, the only white kid, who sheepishly raises his]

Erin Gruwell: Who here has ever been shot at?

[all raise their hands except Ben, who lowers his]

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1. How does this moment make the reader feel?

2. Think about what this tells us about their lives.

a) In what ways are the students wise and mature beyond their fourteen years?

b) Explain why you think the students haven’t heard of the Holocaust.

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Activity 4: Respect

Erin Gruwell: But to get respect you have to give it.

Andre: Bullsh*t.

Erin Gruwell: What?

Andre: Why should I give you my respect to you? Because you're a teacher? I don't know you. How do I know you're not a liar standing up there. How do I know you're not a bad person standing up there? I'm not just gonna give you my respect because you're called a teacher.

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[pic][pic][pic]1. Do you agree or disagree with Andre? Give an explanation for your answer.

Chapter 6 – The Line

O B J E C T I V E

The Line Game is a great opportunity to become more familiar with your class and for your students to learn about each other in a non-threatening, and interactive way. This activity enables you to solicit information from your students that they may not feel comfortable sharing with a teacher. Knowledge about your students’ lives will enable you to craft relevant lesson plans that effectively engage them in the learning process. Sharing information about each other will also build a sense of community within the classroom that involves everyone’s participation. Sometimes it is difficult for students to open up in front of their peers, but the Line Game gives students an opportunity to speak volumes, without ever saying a word.

D E S C R I P T I O N

Students will split into two lines, facing each other. The teacher will ask a set of questions ranging from general questions about like and hobbies to more specific questions about personal beliefs and experiences. If a student’s response is “yes” to any of the questions, they must step on the line.

P R O C E S S

Step 1: Move all the chairs against the wall so you have a large enough space to move in.

Step 2: Place the tape or ribbon down the centre of the area, creating two equal sides.

Step 3: Establish ground rules:

• Absolutely no talking, laughing, or joking.

• Questions should not be about sexual or physical abuse, drug use, or other crimes.

• No discussion about experiences between questions.

• Keep the game at a brisk pace because a sense of urgency allows more questions to be covered.

• If their answer to the question is “yes,” move forward, and step on the line.

• If their answer to the question is “no,” no movement is necessary.

Step 4: Use a random method to separate the class into two groups.

Step 5: In preparation for this activity, memorize the questions you want to ask, soyou do not have to refer to your notes in front of your students. Doing so will help create a spontaneous environment, and will allow you to gradually increase the seriousness of the activity. Refer to the worksheet sample questions.

Step 6: Tell the students that they can also ask questions. Volunteers will most likely ask questions that pertain to them, which is an excellent way to learn something that you may have missed, or prompt additional questions from other students. Remind them to ask their questions by saying, “Do you know someone who...”

S A M P L E Q U E S T I O N S

Set 1: School, family, and community

1. Who has ever had detention?

2. Who takes a bus to school? Two buses? Three buses?

3. Who lives only with their mom or their dad?

4. Who lives with a relative that isn’t your mom or dad?

5. Who trusts your teachers?

6. Who trusts the police?

7. Who plays school sports?

8. Who feels safe in their neighborhood?

9. Who has ever had a family reunion?

10. Who has ever been in a fight?

Set 2: Day to day activities and pop culture

1. Who has a brother/sister?

2. Who likes rap/country/pop/?

3. Who likes (a particular entertainer)?

4. Who likes (a particular show)?

5. Who has seen (the latest movie)?

6. Who watched last night’s (sporting event)?

7. Who likes to dance? Who thinks they’re a good dancer?

8. Who lives in (the city where your school is located)?

9. Who would like to own a car?

10. Who has ever been late to class?

11. Who has ever been suspended from school?

Set 3: Personal experiences and sensitive subject matter

1. Who knows someone with a learning disability?

2. Who has ever seen a knife being carried as a weapon?

3. Whose electricity/gas/water/ has ever been turned off?

4. Who has ever been asked to join a gang?

5. Who knows someone who is in a gang?

6. Who has had a close friend or a relative die?

7. Who knows where to find drugs?

8. Who has a family member who has done or is doing time in jail?

9. Who has ever been in care?

10. Who has ever been arrested/jailed?

11. Who has lost someone to senseless violence?

V I S U A L G R A P H I C I N S T R U C T I O N S

Instructions: The graphic is an opportunity for the students to write or draw their feelings from the activity. On the outside of the shoes, they can write or draw how they felt during the activity. On the inside of the shoes, they can write or draw what they perceive others were thinking or feeling.

A S S E S S M E N T

1. Describe how you felt standing on the line.

2. How did you feel when there were only a few people on the line?

3. How did you feel when a lot of people stepped in?

4. Was there ever a point when the whole class stepped in? If yes, how did that feel?

5. Were you ever the only person on the line? How did you feel?

6. What did you learn about yourself from participating in this activity?

7. What did you learn about others?

T A K I N G I T F U R T H E R

This activity elicits a lot of emotion from its participants, and having a class discussion following the activity may be helpful. Following the actual game, it may be interesting to show a clip from “Freedom Writers,” and discuss the game with your students. This is a great way to gauge your students’ reaction to the activity, and to show how their experiences may parallel those portrayed in the film.

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Please note – all ideas and activities for chapters 6 and 10 have been taken from the Freedom Writers’ Official Website: )

Chapter 7 – War Stories

In this scene, it is Parents’ Night and Miss Gruwell is disappointed that no parents have turned up. She is surprised and pleased to find that the pupils have written in the diaries that she has given them; however, as she reads their entries she is shocked and saddened by their stories.

Brandy: In every war, there is an enemy. I watched my mother being half-beaten to death, and watched as blood and tears streamed down her face. I felt useless and scared, and furious at the same time. I can still feel the sting of the belt on my back and my legs. One time he couldn't pay the rent. That night he stopped us on the street and pointed to the concrete. He said, "Pick a spot."

1. What sounds can be heard during this scene?

2. How do these sounds make the reader feel?

3. What is the lighting and colour like during this scene?

4. What effect does this have on the atmosphere of the scene?

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Marcus: Clive was my boy. [Marcus and Clive are shown as young children] He had my back plenty of times. Me and him was like one fist. One army… [Clive pulls a gun out of a paper bag and accidentally shoots himself] I sat there until the police came. But when they come, all they see is a dead body, a gun, and a nigger. They took me to juvenile hall. First night was the scariest. Inmates banging on the walls, throwing up gang signs, yelling out who they were and where they from. I cried my first night. I never let anybody know that. I spent the next few years in and out of cells. Every day I worry, when will I be free?

5. What sounds can be heard during this scene?

6. How do these sounds make the reader feel?

7. What is the lighting and colour like during this scene?

8. What effect does this have on the atmosphere of the scene?

Gloria: If you look in my eyes, you'll see a lonely girl. If you like at my smile, you'll see nothing wrong. If you pull up my shirt, you'll see the bruises. What did I do to make him so mad?

1. What is happening to Gloria at home?

2. Who do you think ‘him’ is?

Andre: My brother taught me what the life is for a young black man. Pimp, deal, whatever. Learn what colors to wear. Gang banners. You can sell to one corner, but you can't sell another. Learn to be quiet. The wrong word can get you popped.

1. Does Andre’s brother’s advice shock you? Give a reason for your answer.

Alejandro: I was having trouble deciding what candy I wanted. Then I heard gunshots. I looked down to see that one of my friends had blood coming from his back and his mouth. The next day I pulled down my shirt and got strapped with a gun I found in an alley outside my house.

1. Why has Alejandro ‘strapped’ himself with a gun?

2. Do you think he was right or wrong to do this?

Jamal: At sixteen, I've seen more bodies than a mortician. Every time I step out my door I face the risk of being shot. To the rest of the world it's just another dead body on a street corner. They don't know that he was my friend.

1. ‘I’ve seen more bodies than a mortician’

What does this mean?

Eva: I don't even know how this war started. It's just two sides that tripped each other way back. Who cares about the history behind it? I am my father's daughter, and when they call me to testify, I will protect my own, no matter what.

1. How does Eva justify lying in her testimony?

Chapter 8 – Permission

‘Most of them haven’t been out of Long Beach. They haven’t been given the opportunity to expand their thinking about what’s out there.’

1. Why does Miss Gruwell think that taking the students on a school trip is such a good idea?

2. Why does Miss Gruwell take on a third job? How does her husband feel about this?

3. Why does Andre’s mother not ‘see him’?

4. What has happened to Andre’s brother?

5. How does Eva’s father react when she gives him her book to read?

6. What does Eva’s father tell her she must do?

Chapter 9 – Tolerance

The Museum of Tolerance and Dinner with Holocaust Survivors

1. Write down the meaning of the word ‘tolerance’ - you can use a dictionary.

2. Why you think each visitor is given a card with a real person at the beginning of the museum experience?

3. What did the students talk to their guests about?

4. Explain, as fully as possible, what you think the students learned from their school trip. Think about what they do/write when they get home. Listen carefully to the song playing in the background.

Your answer should be at least one paragraph.

• Be prepared to share your ideas during class discussion!

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Chapter 10 – Home

The students have returned to school after summer break and it is clear that there have been some important changes. Students are mixing together in the hall, talking about their summer and looking excited and happy to be back. Miss Gruwell has organised a special ‘welcome back’ for the class.

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Mis-en-Scene

1. What props are important in this scene?

Lighting and Colour

2. What kind of lighting and colour is used?

3. What mood/atmosphere does this create?

Camerawork

4. Why does the came do so many close-ups to the students’ faces?

Sound and Music

5. Why is there silence when the students speak?

Dialogue

Miss Gruwell [introducing the ‘Toast to Change’]: From this moment on, every voice that told you ‘you can’t’ is silenced. Every reason, that tells you things will never change, disappears. And the person you were before this moment – that person’s turn is over. Now it’s your turn, OK?

6. Explain fully, why do you think Miss Gruwell is beginning the new year with this toast.

Tito [reading from his diary]: I walk into the room and feel like all the problems I have in life are not so important anymore. I am home.

7. Think about why this moment is so important.

a) How do the students feel in Miss Gruwell’s class?

b) How did they feel before Miss Gruwell began teaching them?

c) How has Miss Gruwell impacted the lives of the students?

TOAST FOR CHANGE

O B J E C T I V E

The Toast for Change was a pivotal moment in the Freedom Writers’ journey.The goal of this activity is to validate your students’ past experiences, while offering them an opportunity to change the direction of their lives. Students often believe that their past choices and academic performance may bias their teachers. The Toast for Change is a symbolic way to make your students realise that whatever they may have done before stepping into your classroom does not matter. This activity should be considered a new start for your students, one that will help them rebuild their road to success.

D E S C R I P T I O N

Prepare your classroom by placing all the desks against the wall, leaving enough room for your students to form a circle in the centre of the room. Give them each a plastic champagne glass of sparkling apple juice, and ask them to make a Toast for Change. Toasts should be of a personal nature and shared with the rest of the class.

M S . G ’ S T I P

Aside from offering your students a new start, the Toast for Change will also allow you to form a safe environment for your students to share their emotions. Students will begin to trust their peers and create strong bonds with their classmates. It is important to establish the proper environment for the Toast for Change, so prepare everything before your students get to class.

P R O C E S S

Step 1: Prepare one glass of sparkling juice for each student.

Step 2: Arrange the desks against the wall, so that there is an area large enough for your students to stand in a circle.

Step 3: As your students arrive, ask them to leave their backpacks against the wall and form a circle in the centre of the room.

Step 4: Ask a couple of volunteers to help you pass out the glasses. Tell your students to refrain from drinking until everyone has had a chance to share their toast.

Step 5: Introduce the Toast for Change by referring to the Change Poem. Explain to the students that the point of this activity is also about making changes in their lives.

Step 6: Go around the circle and have each student tell the class one thing that they would like to change about their life. Share something that you, as their teacher, would like to change. Students will appreciate your willingness to share, and will be more likely to bond with you.

Step 7: Once everyone has shared their toast, have the class raise their glasses, and toast for change.

V I S U A L G R A P H I C A C T I V I T Y

Use the image of the champagne flute for the students to record their toasts.

C H A N G E P O E M

Directions: Fill in the blanks below to complete this poem. Keep in mind all of the things you have learned from reading and studying Freedom Writers in class.

C H A N G E

I was ___________________________________________________________________________

(a description of who you were)

I remember ___________________________________________________________________________

(describe a sad memory from your past)

I heard ___________________________________________________________________________

(something you wish you didn’t hear)

I saw ___________________________________________________________________________

(something you weren’t supposed to see)

I worried ___________________________________________________________________________(something that troubled you)

I thought ___________________________________________________________________________

(a description of where your life was headed)

But, I want to change. I am

___________________________________________________________________________

(an accurate characteristic of who you are)

I think ___________________________________________________________________________

(how you perceive the world)

I need ___________________________________________________________________________

(a goal you wish to fulfill)

I try ___________________________________________________________________________(something that will help you improve yourself )

I feel ___________________________________________________________________________

(describe an emotion)

I forgive ___________________________________________________________________________

(someone or something that caused you pain)

Now I can change.

I will ___________________________________________________________________________

(a positive predition of who you will be)

I choose ___________________________________________________________________________

(something you want to do differently)

I dream __________________________________________________________________________

(something you dare to dream about)

I hope ___________________________________________________________________________

(something positive you strive for)

I predict ___________________________________________________________________________

(how you see yourself in the future)

I know

___________________________________________________________________________

(a description of your future self )

I will change

Please note – all ideas and activities for chapters 6 and 10 have been taken from the Freedom Writers’ Official Website: )

Chapter 11 - The Diary

1. What diary are the students reading?

2. ‘So when does Anne smoke Hitler?’

a) What does this tell the audience about Eva’s knowledge of WWII and the Holocaust?

b) What does Eva think this story will end like?

3. Why is Eva so angry and upset when she learns that Anne is caught and killed by the Nazis?

4. Marcus explains to Eva that, to him, Anne is not dead. She lives on because she was brave and made a difference.

a) In what ways was Anne similar to the students?

b) What is the name of the woman who hid Anne?

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Chapter 12 – Heroes [pic][pic]

1. What assignment does Marcus inspire Miss Gruwell to give the class?

2. What ambitious idea does the class come up with?

3. The class work hard to fundraise money. What does this tell the audience about how their attitude and behavior to school has changed?

Marcus: I've never had a hero before. But you are my hero.

Miep Gies: Oh, no. No, no, no, young man, no. I am not a hero. No. I did what I had to do, because it was the right thing to do. That is all.

1. Why does the camera close-up on Eva when Miep Gies says this?

2. Imagine you are Eva, write a short diary entry for the day she met Mies Giep.

Miep Gies: But even an ordinary secretary or a housewife or a teenager can, within their own small ways, turn on a small light in a dark room. I have read your letters and your teacher has been telling me many things about your experiences. You are the heroes. You are heroes every day. Your faces are engraved in my heart.

1. How do you think the students feel hearing this?

Chapter 13 – Courage

Marcus

1. What does Marcus bravely tell his Mom?

2. What does he ask her to do?

Eva

1. What does Eva do that shows real courage?

2. Why is the close-up of the defendant’s family so important?

3. What are the negative consequences of Eva’s actions?

4. What are the positive consequences of Eva’s actions?

5. Do you think she made the right decision? Explain your answer.

Ben

1. What did the ‘Freedom Riders’ do in 1961 that inspires Ben?

2. What does Ben realize he has done that is courageous?

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Chapter 14 - Who Would You Pick?

Questions

1. What does this scene show Erin doing with most of her time?

2. Explain the reason Erin’s husband gives for leaving her.

3. What do the close-ups of Erin’s face show the audience?

Chapter 15 - Blessed With a Burden

Questions

1. What does Erin’s father mean when he tells Erin she has been ‘blessed with a burden’?

2. What are Erin and her students trying to make happen next year?

Character Development

Erin Gruwell: The evaluation assignment was to grade yourself on the work you're doing. You gave yourself an F. What's that about?

Andre: It's what I feel I deserve, that's all.

Erin Gruwell: You know what this is? This is a ‘F**k You’ to me and everyone in this class. I don't want excuses. I know what you're up against. We're all of us up against something. So you better make up your mind, because until you have the balls to look me straight in the eye and tell me this is all you deserve, I am not letting you fail. Even if that means coming to your house every night until you finish the work. I see who you are. Do you understand me? I can see you. And you are not failing.

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1. What does the close-up of Andre’s face show?

2. What does Miss Gruwell mean when she says: ‘I see you’?

3. Who does not ‘see’ Andre?

4. How does this make Andre feel?

5. Explain fully, what this shows the audience about Miss Gruwell?

Chapter 16 - Our Own Voices

Task 1

Explain, in detail, what the students do for their final assignment.

Task 2

After the meeting with the Board of Educators, the students are waiting outside to hear whether or not Miss Gruwell will be allowed to teach them next year.

When Miss Gruwell tells the class: ‘no’

a) What do the shots of the students show the audience?

b) What sounds can the audience hear?

c) How does the audience feel?

When Miss Gruwell tells the class: ‘We’ll be together Junior and Senior year.’

a) What do the shots of the students show the audience?

b) What sounds can the audience hear?

c) How does the audience feel?

Task 3

1. Why is it an effective way to end the film? Did you expect a happy ending?

2. What is significant about the music at the end of the film? Listen for the song title.

3. Write down some of the facts about what became of the real Freedom Writers.

4. What does the final shot of the film show?

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