TWH Week 9 pages 154-183 up to Chapter 28

How did the Freedom Writers relate to those Freedom Riders who were civil right activists and rode interstate buses into the segregated southern United States to test the decision of the United States Supreme Court decision of Boynton v. Virginia of 1960? Consider the lives and individuals struggles of the Freedom Writers and how they emulated the same ideals of the Freedom Riders. THW week 9 pages 154 - 183

TWH Week 8 pages 104 - 153 (up to chapter 23)

(Describe the accommodations that Erin made for Sue Ellen and why were they effective?  Also, what happened between Henry and Erin? Why was this interaction effective? TWH Week 8 104-152 

TWHweek7pages36-103(up to chapter 14)

Consider your content area and a situation in which a student was NOT motivated to learn the content. Remember what Erin did with "hooking" her students into reading Romeo and Juliet. Consider what she did. Also, why would you think it is helpful for students to experience the "real thing"  (note - learning retention is much higher (80%) by "doing"- rather than reading or hearing (5-10%). What were some ways that Erin provided these learning opportunities? TWH Week 7 pages 36 - 103

TWH Week 6 pages 1-35

Discuss how  Erin made connections or build relationships with her students. What did she do connect curriculum to their interests and motivate them to learn?  TWH Week 6 pages 1 - 35