Scene 2: The
Mrs. Gruwell goes to Mrs. Campbell, the department chair, to ask if she could use the schools book on Anne Frank. Mrs. Campbell refuses because she thinks that the students are not capable of reading Anne Frank. Mrs. Gruwell asks if she can borrow Romeo and Juliet, because it is a gang story that students can relate to. Mrs. Campbell refuses because she does not trust the students with books, because students have been damaging the school textbooks. Mrs. Gruwell explains she wants the students to be interested in learning, but Mrs. Campbell answers, You cant make someone want an education (Freedom Writers, 38:53). Mrs. Gruwell goes to her co-worker for help. Instead of helping Mrs. Gruwell, show more content
Mrs. Gruwell tries to unite the classroom by playing a game. The Line Game allowed everyone in the classroom to see that they have something in common. The students are enemies with each other and they are in the war; however, the Line Game allowed the students to realize that they have something in common. The Line Game breaks down the wall between the races in the classroom. In this scene, Mrs. Gruwell practices the Third Dimension, which is equity pedagogy (Banks, 1999, p. 2). She has incorporated the community culture of students in the classroom. In addition, she has modified her teaching to facilitate a safe learning environment in the classroom. Specifically, she used a gang culture, which is a common culture of the whole class, to unite the students to promote a positive learning environment. The teacher needed a way to connect each and every studentin the class to unite them; therefore, the teacher modified the lesson to include a game. With a game, the students were able to discover a commonality of cultures among them. Another example of equity pedagogy in the scene is the use of alternative assessment method. Mrs. Gruwell uses journal as the alternative assessment method in the
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