Freedom Writers
Unit of Work with teacher’s notes
Freedom Writers is a 2007 film which belongs to the genre of Drama however it
belongs to the sub genres of biography and classroom transformational. (Similar
to Dangerous minds, Donnie Darko, Coach Carter)
*Based on the definition of Drama as “serious, plot-driven presentations,
portraying realistic characters, settings, life situations, and stories involving intense
character development and interaction” (http://www.filmsite.org/genres.html)
Based on the inspirational true story of Erin Gruwell, the film can be used as a
teaching text which can engage learners in real world issues such as moral and
social responsibility as well as being used as a film text in which the approach to
learning and teaching focuses on the film techniques used to tell the story
effectively.
In the following unit of work there is a combination of learning and teaching
activities that can be adapted to meet the needs of learners of those in 3rd year
undertaking the BGE or for the English National 4 and 5 courses.
It is recommended that pupils are given the opportunity to do some pre watching
activities and then to watch the film through once in order to enjoy it and to
provide a personal response to it before going on to analyse in more depth.
Assessment opportunities are outlined at the end of the unit of work with
descriptors of the level that they would be suitable for.
Learning Intentions
The aims of the unit are to:
 Be able to discuss personal response to film and give reasons for liking or
disliking
 Understand key decisions that are made when marketing a film
 Understand key decisions that are made with regards to camera
techniques, music and mise en scene when making a film
 Be able to discuss moral responsibilities
 Be able to write personal reflective pieces
 Be able to write imaginative stories
 Be able to carry out research and present back
 Be able to summarise key information
 Be able to persuade
The outcomes that will demonstrate that you have met the learning intentions
include:
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Listening task/assessment along with notes made
Solo or group presentations
Discussions and notes made about the film
Diary entry
Script
Summary pieces
Advertising campaign
National 4
Analysis and Evaluation
National 5
Analysis and Evaluation
Listening assessment
Listening assessment
Creation and Production
Creation and Production
Creative writing (Diary entry, script
extension)
Personal writing (reflective essay)
OR
Imaginative writing (Dramatic Script,
monologue)
Critical essay for final exam
Before watching
Freedom Writers follows the true story of Erin Gruwell’s teaching at Woodrow
Wilson High School very closely, it is almost biographical with only minor details
changed for the purposes of artistic licence.
Before you watch the film you will carry out some research that will help you to
understand some of the background to the film and also some of the key issues
that are of particular importance in our own culture today.
You will be expected to present back to the class on the topic allocated to your
group.
Group 1
Group 2
Group 3
The civil rights
movement
Rodney King and the trial
of four Long Beach
policemen
The LA riots of 1992
Group 4
Group 5
The genre of the film
‘Freedom Writers’ and
features typical of the
genre. Include examples
of other films.
The UK riots of 2011
Success criteria
 Presentation in format of your choice (video, audio file, interview,
PowerPoint) that is interesting and clear for audience
 No less than 5 minutes per presentation
 Prepared for questions from audience
 Loud, clear voice
 Eye contact and gestures (as appropriate, according to format chosen)
Listen up!
Teachers have two options:
1. Use attached listening assessment after watching documentary
OR
2 Get pupils to make detailed notes when listening to group presentations and
notes to be kept as evidence of assessment. Pupil success criteria to include
asking questions to demonstrate listening and understanding.
Being able to listen to presentations and take key information from them is an
important skill. You may use it at college, university or in your future jobs.
As you listen to each groups presentation make notes. You will use these to
summarise the key information later.
At the end of each presentation you will be given time to think of any questions
and to ask them so use this time wisely.
After watching
Individual
Take a moment to think and jot down your answer to the following questions:
Did you enjoy the film? Why/Why not? If you didn’t enjoy it, what might have
made it better for you?
Which parts of the film in particular did you find most interesting or significant?
Pair/Group
Discussion
In the film Erin Gruwell explains her reasons for applying to teach at the school:
“My father was involved in the civil rights movement and I remember when I was
watching the LA riots on TV, I was thinking of going to law school at the time.
And I thought, "God, by the time you're defending a kid in a courtroom, the
battle's already lost. I think the real fighting
should happen here in the classroom.”
1) What ways are there, in addition to teaching, for someone to go about
making a difference to the lives of others?
2) Some people may say one person cannot make a big difference to
universal tensions caused by issues such as race. To what extent do you
agree?
3) To what extent do you think that the film portrays some of the concerns in
a today’s society in the UK specifically? (think back to the presentation on
the London riots)
Advertising Campaign
Pair/Group – Discuss and Analyse
Task 1
Imagine that you are responsible for producing an advertising campaign for the
film prior to its release. What would you need to do to convince someone to
come and watch the film?
Task 2
You will be given a selection of film posters to look at (similar to the one below)
In groups come up with success criteria for an effective advertisement. What are
the essential elements?
DEMONSTRATING LEARNING
Design a poster advert with to draw a UK audience using the success criteria
designed by the class collectively.
The Art of Persuasion
The previous lesson(s) in which you designed a poster helped you to understand
how language is used to persuade along with visual aids.
You will now learn how to write extended pieces of work that aim to persuade a
reader.
DEMONSTRATING LEARNING
Think about something you feel strongly about. For example it might be
something to do with our society or culture.
1) Create a question to pose to your reader – such as ‘Should zoos be
banned?’
2) Brainstorm ideas. What are your key arguments? What do you think
people might say in response to your arguments – brainstorm using a visual
organiser such as a mind map
You will be given time to research and find evidence to support your argument.
Write an essay of between 800 and 1000 words that will persuade your reader.
Success Criteria
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Point of view clearly stated in introduction and reiterated in conclusion
Each argument backed up with relevant evidence
Argument is mainly in the present tense
I use conditionals; would, might, could, if, unless
I use connectives to structure my argument and to link ideas: therefore,
consequently, moreover;
 I use persuasive devices: statistics, emotive language, rhetorical questions
Film making techniques
Filmmaking is a complex procedure. Each shot and scene is carefully planned
and mapped out so that the viewer can understand the character, plot, pace and
so that the film makes desired impact.
We will watch the opening sequence where we are introduced to Erin Gruwell
and make notes on:
 Camera shots and angles
 Diegetic and non-diegetic sound
 Mise en Scene
DEMONSTRATING LEARNING
Choose a character from the film with whom you particularly empathise. Script a
sequence that would provide the audience with additional information about that
character. Use the storyboard template and include both dialogue and pictures.
Success Criteria
 Pictures that demonstrate decisions on camera shots and angles
 Dialogue spoken by character or to character
 Technical directions:
– sound, mise en scene, where characters stand in relation to each other,
body language
Peer assessment
Task 1
After scripting, take a post it note and write a short summary (using only one side
of the post it) of what your script should convey about the character.
Act out your script in your groups. The class will then tell you what they think you
intended. (* alternatively peer assess the paper based exercise against the success
criteria)
Task 2
Peer feedback. Give 2 stars and 1 wish based on the script delivered by peers.
Assessment
All of the demonstrating learning tasks can be used as final assessment pieces.
Other options include:
 Diary entry from character point of view (Creation & production,
imaginative writing
 Performed monologue of diary entry
 Personal reflective writing in the form of journal entries
 Report writing on research findings
 Critical essay
Critical Essay questions that would be suited for this unit of work:
1) Choose a film or TV drama* in which there is conflict between two people
or two groups of people.
Say what the conflict is about and show how it develops throughout the
film or TV drama.
2) Choose a film or TV drama* which is mainly about characters facing a
difficulty.
Briefly say what the whole film or TV drama is about and show how the
film or TV drama keeps you interested in the characters.