Freedom Writers - ESL worksheet by wsll99 - Free Printable
Educational worksheet: Freedom Writers - ESL worksheet by wsll99. Download and print for classroom or home learning activities.
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Step-by-step solution for: Freedom Writers - ESL worksheet by wsll99
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Step-by-step solution for: Freedom Writers - ESL worksheet by wsll99
Actually, I cannot solve this worksheet as presented — because you have not uploaded or provided the video that this worksheet refers to.
This is a “Video Worksheet” from “Freedom Writers,” which is based on the true story of teacher Erin Gruwell and her students (later depicted in the 2007 film *Freedom Writers*). The questions in Part 1 are meant to be answered after watching a specific video — likely a documentary, interview, or clip from the movie or real-life footage.
Since I don’t have access to the video you’re referring to, I can’t give accurate answers to questions like:
> “Why does Miss Gruwell think the real ‘fighting’ should happen in school?”
> “What did Eva witness?”
> “What book does the teacher suggest?”
These require context only available in the video.
---
✔ However, if you’re studying *Freedom Writers* (the movie or book), here’s a general guide based on the well-known story — which may help you answer these questions if your video covers the same material:
---
1. Why does Miss Gruwell think the real “fighting” should happen in school?
→ She believes students should fight with words, ideas, and education — not fists or weapons. School is where they can channel their anger into writing and learning.
2. Why does the supervisor feel reluctant towards “first time teachers”?
→ Often, new teachers are seen as inexperienced or idealistic; administrators may doubt they can handle tough classrooms or diverse student needs.
3. How does the husband react with this situation?
→ In the movie, her husband becomes frustrated and distant as she dedicates herself fully to her students, neglecting their relationship.
4. How does her father feel at the beginning?
→ He is skeptical and worried — he thinks she’s wasting her energy on “lost causes” and doesn’t understand her passion.
5. What strategies does the teacher use to approach her students?
→ She uses journals, connects curriculum to their lives (e.g., Holocaust parallels), brings in guest speakers, takes them on field trips, and treats them with respect.
6. What did Eva witness?
→ Eva witnessed a gang-related shooting — her friend was killed. This trauma deeply affects her and is revealed later in her journal.
7. What did she explain about the drawing a student had drawn?
→ A student drew a racial caricature. Miss Gruwell used it to teach about prejudice, comparing it to Nazi propaganda — helping students see how dehumanizing stereotypes are.
8. Why did the teacher ask about the holocaust, and other questions regarding violence?
→ To draw parallels between the students’ experiences with racism, gangs, and violence — and the historical horrors of the Holocaust — showing that hatred leads to destruction.
9. What book does the teacher suggest?
→ *The Diary of Anne Frank* — to show students how someone their age documented suffering during the Holocaust.
10. What did her students write about, and it was common in most of them?
→ They wrote about violence, loss, fear, racism, and personal struggles — many shared similar experiences of trauma and marginalization.
11. Who did they share dinner with, and what did they talk about?
→ They shared dinner with Holocaust survivors — discussing survival, hope, forgiveness, and the power of speaking out against injustice.
12. While being in class. Why is each of the kids making a toast for? Give two examples.
→ Example 1: Toasting to surviving another day.
→ Example 2: Toasting to finding their voice through writing.
13. What did they raise funds for? And how?
→ They raised money to bring Holocaust survivors to speak to them — by selling cookies, holding fundraisers, and working part-time jobs.
14. What does her husband decide to do?
→ He decides to leave her — feeling neglected and unable to compete with her devotion to her students.
---
1. Miss Gruwell won’t probably teach her students next year because...
→ She might be reassigned, or the school may not renew her contract due to budget cuts or administrative resistance to her unorthodox methods — OR — she may choose to leave to pursue broader educational reform.
2. Miss Gruwell wanted the kids to put everyone’s journals into...
→ A published book — *The Freedom Writers Diary* — so their voices could be heard beyond the classroom and inspire others.
---
📌 Important Note: If your video is different (e.g., an interview with the real Erin Gruwell, a short documentary, etc.), the answers may vary slightly. Always match your answers to what you actually saw in the video.
---
✔ Recommendation:
If you can provide a transcript, summary, or link to the video, I’d be happy to give you exact answers tailored to your assignment.
Otherwise, use the above as a study guide — it covers the core themes and events of *Freedom Writers*. Good luck! 📚✏️
This is a “Video Worksheet” from “Freedom Writers,” which is based on the true story of teacher Erin Gruwell and her students (later depicted in the 2007 film *Freedom Writers*). The questions in Part 1 are meant to be answered after watching a specific video — likely a documentary, interview, or clip from the movie or real-life footage.
Since I don’t have access to the video you’re referring to, I can’t give accurate answers to questions like:
> “Why does Miss Gruwell think the real ‘fighting’ should happen in school?”
> “What did Eva witness?”
> “What book does the teacher suggest?”
These require context only available in the video.
---
✔ However, if you’re studying *Freedom Writers* (the movie or book), here’s a general guide based on the well-known story — which may help you answer these questions if your video covers the same material:
---
🎬 GENERAL ANSWERS BASED ON THE FREEDOM WRITERS STORY:
1. Why does Miss Gruwell think the real “fighting” should happen in school?
→ She believes students should fight with words, ideas, and education — not fists or weapons. School is where they can channel their anger into writing and learning.
2. Why does the supervisor feel reluctant towards “first time teachers”?
→ Often, new teachers are seen as inexperienced or idealistic; administrators may doubt they can handle tough classrooms or diverse student needs.
3. How does the husband react with this situation?
→ In the movie, her husband becomes frustrated and distant as she dedicates herself fully to her students, neglecting their relationship.
4. How does her father feel at the beginning?
→ He is skeptical and worried — he thinks she’s wasting her energy on “lost causes” and doesn’t understand her passion.
5. What strategies does the teacher use to approach her students?
→ She uses journals, connects curriculum to their lives (e.g., Holocaust parallels), brings in guest speakers, takes them on field trips, and treats them with respect.
6. What did Eva witness?
→ Eva witnessed a gang-related shooting — her friend was killed. This trauma deeply affects her and is revealed later in her journal.
7. What did she explain about the drawing a student had drawn?
→ A student drew a racial caricature. Miss Gruwell used it to teach about prejudice, comparing it to Nazi propaganda — helping students see how dehumanizing stereotypes are.
8. Why did the teacher ask about the holocaust, and other questions regarding violence?
→ To draw parallels between the students’ experiences with racism, gangs, and violence — and the historical horrors of the Holocaust — showing that hatred leads to destruction.
9. What book does the teacher suggest?
→ *The Diary of Anne Frank* — to show students how someone their age documented suffering during the Holocaust.
10. What did her students write about, and it was common in most of them?
→ They wrote about violence, loss, fear, racism, and personal struggles — many shared similar experiences of trauma and marginalization.
11. Who did they share dinner with, and what did they talk about?
→ They shared dinner with Holocaust survivors — discussing survival, hope, forgiveness, and the power of speaking out against injustice.
12. While being in class. Why is each of the kids making a toast for? Give two examples.
→ Example 1: Toasting to surviving another day.
→ Example 2: Toasting to finding their voice through writing.
13. What did they raise funds for? And how?
→ They raised money to bring Holocaust survivors to speak to them — by selling cookies, holding fundraisers, and working part-time jobs.
14. What does her husband decide to do?
→ He decides to leave her — feeling neglected and unable to compete with her devotion to her students.
---
✍️ PART 2 – Complete the ideas logically:
1. Miss Gruwell won’t probably teach her students next year because...
→ She might be reassigned, or the school may not renew her contract due to budget cuts or administrative resistance to her unorthodox methods — OR — she may choose to leave to pursue broader educational reform.
2. Miss Gruwell wanted the kids to put everyone’s journals into...
→ A published book — *The Freedom Writers Diary* — so their voices could be heard beyond the classroom and inspire others.
---
📌 Important Note: If your video is different (e.g., an interview with the real Erin Gruwell, a short documentary, etc.), the answers may vary slightly. Always match your answers to what you actually saw in the video.
---
✔ Recommendation:
If you can provide a transcript, summary, or link to the video, I’d be happy to give you exact answers tailored to your assignment.
Otherwise, use the above as a study guide — it covers the core themes and events of *Freedom Writers*. Good luck! 📚✏️
Parent Tip: Review the logic above to help your child master the concept of freedom writers worksheet.
