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This document provides vocabulary words and context from a movie about a teacher, Erin Gruwell, trying to help students at a troubled high school. It includes blanks to be filled in with vocabulary words from the movie about topics like gangs, riots, testifying in court, and racial integration. It then provides discussion questions about key events and lessons from the film, such as why a student decided to testify against her friend in court, what the turning point was when students began taking charge of their futures, and how the transformation of one student occurred. The document serves to reinforce comprehension of themes and vocabulary from the movie.
Исходное описание:
A great worksheet for anyone who wants to teach a young adult ESL class together with this movie.
This document provides vocabulary words and context from a movie about a teacher, Erin Gruwell, trying to help students at a troubled high school. It includes blanks to be filled in with vocabulary words from the movie about topics like gangs, riots, testifying in court, and racial integration. It then provides discussion questions about key events and lessons from the film, such as why a student decided to testify against her friend in court, what the turning point was when students began taking charge of their futures, and how the transformation of one student occurred. The document serves to reinforce comprehension of themes and vocabulary from the movie.
This document provides vocabulary words and context from a movie about a teacher, Erin Gruwell, trying to help students at a troubled high school. It includes blanks to be filled in with vocabulary words from the movie about topics like gangs, riots, testifying in court, and racial integration. It then provides discussion questions about key events and lessons from the film, such as why a student decided to testify against her friend in court, what the turning point was when students began taking charge of their futures, and how the transformation of one student occurred. The document serves to reinforce comprehension of themes and vocabulary from the movie.
Directions: Fill in each of the blanks below with the appropriate vocabulary word
you learned while watching the movie.
juvenile riots voluntary retaliation accomplishment picture testify around magnitude face deserve integration support parallel escort storm toast fail gang 1. The school department head was not confident that Erin could _________ the kind of students at the Wilson igh !chool. ". When the gang members invaded the school# the school broke out in violence. $t was then that Erin finally understood the _____________of the problem at Wilson igh . %. &fter her father's arrest# Eva immediately joined a ___________ and began to defend other people of her race(ethnicity. ). &t the beginning of the movie# Eva says that the police arrested her father in ____________ for the death of another gang member.. *. Eva told Erin that she hated how white people always think they ____________ respect for free. +. The honors teacher told Erin that ____________ did not work because it forces the good students to attend school with bad students. ,. Erin told her father that the school board did not give her any ____________ in her plans to help the students. -. The more she read# Eva began to find a ______________ between her life and that of &nne Frank. .. /n the first day of !ophomore year# Erin asked the students to make a _________ for change in their lives in order to put away their past and take control of their future. 10. 1any people feel that it is wrong to ________________ in other people's problems. They feel it is better to let them solve them by themselves. 11. 1iep 2ies# who tried to save &nne Frank told the students about how the 3a4is ____________ into her office before they found &nne.. 1". &ndre gave himself an F because he thought he was ____________ 1s. 2ruwell's class. 1%. 1arcus wanted to be the student to ___________ 1iep 2ies when she visited the school. 1). &round 1.." and in the past# 5os &ngeles has had many ____________ due to problems of race and problems with the police. 1*. Erin invited the students to ____________ their lives in a different way to what it was so that they could see the possibility to change. 1+. Erin's husband said he could not get his head ___________ what she was doing and why she was taking on other jobs in addition to teaching. 1,. $n the courtroom# Eva decided to be brave and ____________ against 6aco and tell the truth. 1-. The students' reading scores improved. This was a great ____________ for Erin and helped her get the support of 7r. 8ohn# the school principal. 1.. 1any of the students at Wilson igh !chool had already been in ____________ detentions since they were too young to go to jail. For Discussion: With your partner talk about each of these 9uestions. 1. Why did Eva decide to tell the truth in the courtroom and convict her friend# 6aco: What valuable lesson had she learned: ". What is the turning point of the film: When did the students finally began to take charge of their futures: %. Throughout the film we witness the transformation of Eva. &t first she is very resistant. ow does this transformation take place: ). Why do you think Erin refers to the 3a4is as the most famous gang in history: Why does this comparison make the students begin to listen to her: *. 7espite their very different backgrounds# the majority of 1s. 2ruwell's students go through similar daily struggles. What makes them reali4e these similarities: ow do the students use their collective strength as a source of healing: +. Why does 1iep 2ies say that all the students are heros: