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But which things could be true in real life do you think? Discuss each piece from the text and imagine what your students might say. Could it be true?

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But which things could be true in real life do you think? Discuss each piece from the text and imagine what your students might say. Could it be true?

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1.Your task is to follow the prompts given for Freedom Summer for each poster.  You are to record and then upload your discussion under each poster. 

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1.Your task is to follow the prompts given for Freedom Summer for each poster.  You are to record and then upload your discussion under each poster. 

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2. Make a written note under the poster that produced the best discussion in your groups and say why.
3. Once all posters have been discussed by your group you may leave your group and return to the padlet as an individual. Your task then is to look at the discussion notes that your poster generated.  In your journal record what worked and what didn't and why.

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1. Real
2. Real
3. Real
4. Real
5. Real
6. Real or Not Real
7. Real
8. Real
9. Not Real
10. Real
11. Not Real
12. Real or Not Real
13. Real or Not Real

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https://docs.google.com/document/d/19bGzvmRFsUP0FCwbK9t7tnMNCftadejTBhzJaaEgqnI/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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1. Real
2. Real
3. Real
4. Not Real
5. Real
6.Real
7. Real
8.Real
9. Not real
10. Real // Not Real
11.Not real
12. Real
13. Real

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Group- 4 : Mangavartha, Prerna, Radhika 

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Group- 4 : Mangavartha, Prerna, Radhika 

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1. Real
2. Real
3. Real
4. Real
5. Real
6. Real
7. Real
8. Real
9. Not real
10. Real /Not real
11. Real
12. Real
13. Not real

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Beyond the Text
1. Racism
2. Discrimination
3. About different Cultures
4. Diversity
5. Lack of Social Acceptance
6. Lack of Tolerance

About the Text
1.Relationship with parents
2. Color of the skin
3. Activities that they do together
4.Friendships beyond the prejudice
5. Recalling summer vacations
6. Like mindedness in pursuing their passion and future choices

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Level C
Beyond the text -
1. How were the characters feeling in the book? - (infer - partiality)
2. What else might the characters like to do? (prediction)
3. How are the characters the same as you? (making connection)
4. What did you learn about friendship after reading this book? (synthesize)

About the text -

1.  Why do you think the book was called so (Freedom Summer)? KG and grade 1
2. What was same/different about the boys? Nursery/KG
3. What did you like/dislike about the book? Nursery/KG
4. What do you think the genre of the book is? How do you know that? Grade 1

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Beyond the text:
1. Was there any time/place where you were not allowed to go? Why were your not allowed? How did your feel? (Discrimination at different levels and situations in our day to day)
2. Do you feel that some people have access to certain things whereas others may not have?

About the text:
1. Why was John not allowed to swim?
2. How did the narrator and John feel when they could go to the town pool together?

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Beyond The Text:
1. Based on the genre or text structure of this book, extend the story by predicting what might happen to the friendship between the two boys?
2. What connection can you make (personal, text or world). Explain how they are connected (oral/written).
3. What do you understand about the culture of the two boys presented in the book?
4. How did what you know about the topic help you understand the text?
5. After reading, has the new information changed your thinking about the topic?
6. After reading the book how has your perception of the white boy (the narrator) changed?
7. What is the big idea or the theme of the story?

About The Text:
1. Why do you think the book was titled 'Freedom Summer'?  (The title helps readers understand and predict the setting and the characters.)
2. What is the genre of the book? What are the aspects of the genre that you noticed?
3. What type of illustrations are in the book?
4. Could this story really happen? Why or why not?
5. What does the author mean by "...walked in together" and "...no matter what colour"? How does it help the meaning and importance of the text?
6. What did you learn about the narrator?

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Group 1 (Seema Dahiya, Neha Batta and Iewa)

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Group 1 (Seema Dahiya, Neha Batta and Iewa)

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Senior School (9- 10)

Prompts about the text:
1. Is the story fiction/non-fiction? What makes you say so? Can you provide evidence from the text?
2. Could the pool be filled with asphalt/tar? Why was the pool filled with asphalt/tar?

Beyond the text:
1. What would have happened had they entered the ice-cream shop together?
2. Connection to world knowledge: Are you aware of similar historical incidents that may have happened in your country/world around you? Have you read about it? What was done about it?
3. Look at the olfactory images and metaphors used to describe the boys. Has it been used to establish a contrast? Why does the writer use these two?
4. Look at the illustrations on each page especially the one about the creek, swimming pool and ice-cream shop. What is the difference in how the characters have been represented/visualised, between the initial pages and last ones? (Question moved)

Junior School (2-3)

About the text:
1. Could this story really happen?  Why or why not?
2. How are the beginning and ending of the story alike? How are they different? Focus on the illustrations.
3. What was the most important part of the story? Why?

4. What do you think John Henry was thinking when he saw the pool filled with tar/pool to be opened for all/while waiting outside the ice-pop shop? Why?

Beyond the text:
1. Based on what you know, what might happen next?
2. What does this story remind you of?
3. Has the friendship between the two boys changed during the text?

For Kindergarten (Level-A)

About the text:
1. What was the same about the characters/two friends in the book?
2. What is an author?  What is an illustrator?

3. What did you like/dislike about this book?

4. What did you like/dislike about the illustrations?

Beyond the text:
1. During Reading: How do you think the book will end?

2. Making Connections: How are the characters the same as you?
3. Inference:  How were the characters feeling in the book?  How do you know?

4. How did the pictures help you to understand the story?

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Prompts for Beyond the text
1. Why do you think one of them was not allowed to swim?
2. What was friendship to them?
3. Do you think that the struggles that they faces had an impact on their friendship.
4. Elucidate on the social issue portrayed in the story?

Prompts for about the text

1. What is the mood the author creates through the text?
2. What does Tar signify?
3. Describe the setting of the story and evaluate its significance.
4. What has the author done to keep you interested?

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For Grades 2-4

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Group 2 - Surbhi, Rubeeka, Deepika, Anubha, Ratna

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Group 2 - Surbhi, Rubeeka, Deepika, Anubha, Ratna

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Real - 1 to 5, 7, 8, 11 and 12
Unreal - 6, 9, 10 and 13

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Thinking Beyond the Text
1. Based on the incidents at the swimming pool and the ice cream shop, predict what the friendship of the boys will be like in the future.
2. How is the ending of the text related to the title?
3. Based on personal experience, what connections can you make between the text and the world around you?
4. What new information has been added to what you predicted about the text from the title?
5. How would you have felt if this would have happened with you? How would you react to the problem of discrimination?
6. What did you learn about the protagonist?

Thinking About the Text
1. Could this story really happen? Why or why not?
2. What role does the setting play in the story?
3. How did the writer build interest throughout the story?
4. What was the most important part of the story? Why?
5. Do the pictures add to your understanding of the book? How ?

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Room 5: Neha Batta, Iewa and Seema Dahiya 

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Room 5: Neha Batta, Iewa and Seema Dahiya 

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1. Real
2. Real (can be a window)
3. Real
4. Partially real/Maybe (can be a window)
5. Real
6. Partially real/Maybe
7. Real
8. Real
9. Unreal
10. Real
11. Real
12. Partially real/Maybe
13. Partially real/ Maybe

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Group 4: Prerna, Mangavartha, Radhika, Chandani (reviewed)

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Group 4: Prerna, Mangavartha, Radhika, Chandani (reviewed)

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Beyond the text:
1. Why was John Henry not allowed to swim?
2. Was there any time/place where you were not allowed to go? Why were you not allowed? How did you feel?
3. Do you feel that some people have access to certain things whereas others may not have?
4. How did Joe and John feel when they heard that the pool was open for all?

About the text:
1. The story is from young Joe, white boy's persperctive. How has knowing Joe's observation of racism impacted you as a reader?
2. What are the symbols used in the story?

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https://docs.google.com/document/d/19bGzvmRFsUP0FCwbK9t7tnMNCftadejTBhzJaaEgqnI/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.