DRAFT Lauren Evans Lang DRAFT
Lesson Plan: Law Enforcement- Police Interaction
Lesson Basics Class level: Beginning Topic: What to do if a police officer stops you while driving.
Length: 2 hours (Allowing ½ hour for the officer visit, assuming no technology problems, many activities could be extended longer)
Objectives: The student will be able to: Understand and use language associated with a traffic stop Identify their rights in a traffic stop Predict what will happen if pulled over by police. Demonstrate how to most effectively act in a traffic stop. Produce a video of what to do and what not to do if pulled over by the police while driving.
Language skill primary focus:
X Listening X Speaking _X Reading _____ Writing
Benchmarks from Virginia’s Adult ESOL Content Standards: Learners will be able to: S2.3 Produce limited learned phrases with simple grammatical structures. L2.1b Respond appropriately (verbally or nonverbally) to simple learned phrases that contain familiar survival vocabulary. L2.4 Recognize the need for and respond appropriately to simple requests for clarification. R2.1a: Understand simple directions in authentic text using the imperative. R2.3b: Use realia or visuals to understand new vocabulary. W2.1a: Write short descriptions Materials/Equipment: Video about rule of law (See Teacher Resources) Video about how to handle police interaction in a traffic stop. (See Teacher Resources) Handouts 1-5 Teacher Materials 1-7 Smart phones- 1 per trio
Stages of the Lesson Plan Warm Up/Review Activity Steps: mind map 1. Build context: We talked about the 3 levels of Grouping Strategies: government. One way the government affects our Whole Group everyday lives is through law enforcement- the DRAFT Lauren Evans Lang DRAFT
police. They help keep people safe. Watch an Materials Needed: excerpt of the ‘The Law Rules’ video (2.40-4.20) ‘The Law Rules’ Video The most common reason people talk to police is Teacher Materials 1: when they are pulled over while driving. Photo of traffic stop 2. Activate and build background knowledge Online Mind Mapping through mind mapping using an online program- program- Wise Mapping, Wise Mapping. Depending on the level of your or board or chart paper if students, the map may be very basic- you may want you don’t have to use a whiteboard or chart paper and draw technology access pictures with simple words for the lowest level See example maps- classes. Lower Level: Show a photo of a police officer pulling a car http://app.wisemapping.com/c/ over. (Teacher Materials 1) maps/169675/public What is happening? Why do you think the police Higher Level: officer is telling the car to stop? What are other http://app.wisemapping.com/c/ possible reasons? What will the officer do? maps/165285/public What will the driver do? Have you or someone you know ever been pulled over by police? Did you understand what they were saying? Were they polite or rude? 3. *Vocabulary/ Word Stress: Discuss meaning of key vocabulary and practice word stress of 2-3 syllable words. Use a physical cue such as stretching a rubber band, clapping, or raising arm to emphasize stress, or a visual cue such as small paperclips for unstressed syllables, large colorful paperclips for stressed syllables. (ex. poLICE, OFFicer, LIcense, regisTRAtion, TICket, ciTAtion.)
Create the mind map online or on chart paper/board in a whole group, or higher-level students can work in small groups to create mind maps. See sample mind map in Teacher Resources for vocabulary ideas.
Introduction/Presentation Activity Steps: Video Police Officer Visit: Schedule a police officer or Grouping Strategies: two to come visit the class or visit virtually via Whole group Skype. Create the mind map during the class before and brainstorm questions to ask the Materials Needed: officer.. Ask the officer to present information “The Correct Way to Handle about what to do and what not to do in a traffic a Traffic Stop” Video stop. For lower levels, you might want to have alternative students watch and discuss the traffic stop video prior to the officer visit so they have more background information and vocabulary to help DRAFT Lauren Evans Lang DRAFT
them understand the officer.
If it is not possible to schedule a visiting officer, watch the traffic stop video. Have students listen and watch for what to do if stopped by police. Have students write down any words they don’t know. (If you use long version – also have students look for what not to do)
After the police officer visit or video, add to the mind map information learned and review any vocabulary words students didn’t understand. NOTE: Instead of “I don’t consent to searches”, a better statement is “Are you allowed to search without my consent?”: An officer can legally search your car without your consent if they see anything suspicious-including excessive nervousness, reaching under your seat while pulling over, and seeing something suspicious inside the car.
Guided Practice Activity Steps: Multi-level dialog 3 level Dialog- You can start with the level appropriate for your students. Or you can introduce the Grouping Strategies: level 1 dialog to all students, and as students master Whole group, pairs level 1, introduce higher-level dialogs. Review word stress for 2-3 syllable words in dialog; Materials Needed: License, regisTRAtion, SPEEDing, TICKet, SORry Handout 1-3: Three level Practice Dialog: dialog Have students close their eyes and listen as you read the dialog. Have students open their eyes and follow along silently as you read the dialog. Have students listen and repeat the dialog, line by line. Have students take part B, you part A. Then switch roles. Have half the class be part A, the other half part B. Have students practice the dialog in pairs, substituting some of the other reasons people are pulled over from the mind map. DRAFT Lauren Evans Lang DRAFT
Communicative Practice Activity Steps: Information Gap Information Gap in pairs 1. Students will work in pairs. One partner is A and Grouping Strategies reads each question or statement. Partner B Pairs chooses a or b to answer the question or respond to the statement. Materials Needed: 2. In Part 2, students switch roles. Information Gap Level 1 3. Model the example at the top to help clarify and/or Level 2 directions. 4. You can group students in like ability groups, and give them level 1 or level 2. Or copy level 1 and 2 front to back and let students choose which level to use. Application Activity Steps Role Play 1. Act out some different ways people may act when pulled over- very nervous, angry, polite, Grouping Strategies: etc. and discuss how this might affect the trios interaction with police. Include movements that police may find suspicious, like reaching under Materials Needed: the seat, excessive nervousness, etc. 1 smartphone per group 2. Role Plays- What to do and what not to do in a traffic stop. Students will work in trios- 1 student plays the officer, 1 student plays the person being pulled over, and 1 student video tapes on their cell phone. Remind students to think about word stress for the 2-3 syllable words they say. 3. Have students role play twice (changing roles) The first time showing what not to do in a traffic stop, the second time showing what to do. 4. A strong emphasis should be placed on body language and tone of voice, especially with lower levels. 5. If possible, show one video from each group on a large screen and discuss. (Or have each group choose one role play to do in front of the class, and the other students will decide if this is what to do, or what not to do.) Evaluation Activity Steps Grouping Strategies: Evaluation throughout- especially during the Pairs, trios categorizing activity, the information gap, and role plays. Materials Needed: You can create a rubric for the role play, and have Evaluation grid or other students rate each other. recording system to document individual student performance. DRAFT Lauren Evans Lang DRAFT
Extension Activity Steps Categorizing do’s/don’ts 1. Categorize actions do’s/ dont’s In pairs or small groups students will Grouping Strategies: categorize pictures of actions and things you Pairs or small groups might say (or shouldn’t say) during a traffic Materials Needed: stop. Students sort pictures according to what do’s/don’ts cards (TM 2) to do or not to do. Do this? (TM 3, 4) You can hand out TM3 for students to use as a guide, or cut off the numbers and cut them into strips and have students match the words with the pictures. Or, if appropriate for your students language level, have students label what is happening in the pictures. Debrief as a whole group and clarify any confusions-(ex: you shouldn’t get out of your car, unless the officer asks you to.)
2. Try to arrange for a police officer to come visit the class or virtually visit the class via Skype if you weren’t able to arrange it for this class. Homework: Share what you learned about traffic stops with someone you know. Give students card with what to do if you are stopped by police. (See teacher resources) or if the language is too difficult, create your own cards about what to say if stopped by police using index cards. DRAFT Lauren Evans Lang DRAFT
Teacher Resources
Warm Up: Warm Up Video: ‘The Law Rules’ Video. show a clip- perhaps 2.40- 4.20 If you want to show only an excerpt, download the movie so you can have the timer and cue it to the right spot: http://ruleoflaw-vba.org (Download the movie which is in the middle of the page, Rule of Law= Rights + Responsibilities- Click on the ‘here’ link under the movie) Here is the video online: http://ruleoflaw-vba.org/rolvideo.html
Free Mind Mapping Tool: http://www.wisemapping.com o Example mind map: . Lower Level: http://app.wisemapping.com/c/maps/169675/public . Higher Level: http://app.wisemapping.com/c/maps/165285/public o Video Tutorial how to use wisemapping: http://www.youtube.com/watch? v=rKxZwNKs9cE
o Words to focus on word stress: Distracted, Texting, Tailgating, Violation, Citation, Officer, Police, Registration, Consent, Allowed, Headlight, Taillight, license
o Background information: Most common reasons for traffic stop . Distracted driving- eating, texting, talking on the phone while driving . Tailgating and improper lane change- cutting someone off or moving without looking . Equipment violations- windows tinted too dark, broken tail lights, burned out headlights, broken windshield . Speeding
Introduction/Presentation: Video- short version: http://www.youtube.com/watch?v=sVx0NpYbtus Video-long version: 10 rules for dealing with police officers:- (very long, but a good pace for ELL’s, perhaps use clips) Link: http://www.youtube.com/watch? v=s4nQ_mFJV4I
Citizenship question addressed- What is the Rule of Law? (Everyone must follow the law)
Advice from police: You must have proof of insurance if in an accident Announce – difficult to speak language Respect personal space of police officer You must always carry some kind of identification (passport, bill with name on it- rental contract) or you will be taken to the police station because they cannot identify who you are.
Possible Additional Extension Activities: DRAFT Lauren Evans Lang DRAFT
1. Other police Interaction: TM 3-6 a. Talk about other interactions with police- what if the police come to your house and want to look inside (must have a warrant), interaction on a street, domestic dispute, etc. b. Ask students what are the most important things to remember when interacting with police? c. Slow movements (so they don’t see you as a threat), Stay Calm, keep hands visible, be respectful, etc. d. What are some situations that you might want to contact the police? (if you are a victim of a crime, if you see something suspicious)
2. Card with what to do if you are stopped by police: https://www.aclu.org/files/assets/bustcard_eng_20100630.pdf
3. Think- Pair-Share: How are traffic stops similar or different in your native country?
How to adapt the lesson to higher levels:
Warm-Up/Review: The mind map will be more complex. Students could complete mind maps in small groups.
Introduction/Presentation: Students could prepare written questions and email them to the police officer ahead of time.
Guided Practice: You could create a higher level dialog, or collaboratively create a dialog together as a class.
Communicative Practice: You could modify the information gap activity to include more complex language.
Application and Evaluation: Create a rubric for the role play activity. Students can evaluate each other using this rubric.
Extension: Students could write about each picture after categorizing them. Use this online essay writing tool to help advanced students write a compare and contrast essay about interacting with police in their native country, and interacting with police in the U.S. http://www.readwritethink.org/files/resources/interactives/compcontrast/map/ DRAFT Lauren Evans Lang DRAFT
Teacher Materials 1
Image from Wikimedia Commons: By Highway Patrol Images (Sutherland 213 Commodore SS traffic stop) [CC-BY-2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons http://upload.wikimedia.org/wikipedia/commons/3/3c/Sutherland_213_Commodore_SS_traffic_sto p_-_Flickr_-_Highway_Patrol_Images.jpg 29 Nov. 2013. DRAFT Lauren Evans Lang DRAFT
Teacher Materials 2
If DRAFT Lauren Evans Lang DRAFT
Teacher Materials 3a
Do this? 1. Give your license and registration to the police officer
2. Bribe a police officer
3. Keep your hands on the steering wheel
4. Act very nervous
5. Get out of the car
6. Pull over on the right side of the road
7. Act mad
8. Pull over on the left side of the road
9. Turn on the light inside your car
10. Go fast when you hear a siren or see police lights. ------
Do this? 1. Give your license and registration to the police officer
2. Bribe a police officer
3. Keep your hands on the steering wheel
4. Act very nervous
5. Get out of the car
6. Pull over on the right side of the road
7. Act mad
8. Pull over on the left side of the road
9. Turn on the light inside your car
10. Go fast when you hear a siren or see police lights. DRAFT Lauren Evans Lang DRAFT
Teacher Materials 3b
ANSWER KEY Do this?
1. Give your license and registration to the police officer YES
2. Bribe a police officer NO
3. Keep your hands on the steering wheel YES (So the police officer knows you are not holding a weapon)
4. Act very nervous NO (Most people are a little nervous when pulled over, but if you act VERY nervous, the police officer will think maybe you broke another law. )
5. Get out of the car NO (Unless the police officer asks you to get out)
6. Pull over on the right side of the road YES (not on the left side)
7. Act mad NO
8. Pull over on the left side of the road NO
9. Turn on the light inside your car YES (When it is dark, so the police officer can see inside the car)
10. Go fast when you hear a siren or see police lights. NO (The police might think you are trying to run away) DRAFT Lauren Evans Lang DRAFT
Teacher Materials 4
Image from Wikimedia Commons: http://upload.wikimedia.org/wikipedia/commons/0/0a/Car_window_b urglary.jpg Kafziel at en.wikipedia [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0) from Wikimedia Commons. 29 Nov.2013. DRAFT Lauren Evans Lang DRAFT
Teacher Materials 5
Image from: http://blog.chron.com/thepeacepastor/files/2013/10/police-helping.jpg 29 Nov. 2013 DRAFT Lauren Evans Lang DRAFT
Teacher Materials 6
Image from: http://darkroom.baltimoresun.com/wp-content/uploads/2012/10/AFP_Getty- 154886491-760x506.jpg DRAFT Lauren Evans Lang DRAFT
I
Teacher Materials 7
Image by Kyle Moore (Own work) [Public domain], via Wikimedia Commons
DRAFT Lauren Evans Lang DRAFT
Handout 1 Dialog: Level 1
License and registration, please.
Here. A I speak a little English. B
You were speeding. A
I’m sorry.
B
Wait here.
A
Here is your ticket.
A Ok B
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DRAFT
Handout 2 Dialog: Level 2
License and
registration, please. Here. I speak a little English. A
B Do you know why I stopped you?
A No, I don’t.
You were going 50 in a 25 mile school B zone. A Oh, I’m sorry. Wait here. B
A
Please sign the citation.
Ok A
B
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Handout 3 Dialog: Level 3
I need to see your license and registration, please. Here they are. I am learning English. A B Do you know why I stopped you? No, I don’t. A B You were going 50 in a 25 mile school zone. Oh, I’m sorry. A I’m going to look in your car, ok? B
Are you allowed to search my car without my consent? A
Wait here. B
Please sign the citation. Here is your copy.
Ok
A B
DRAFT Lauren Evans Lang DRAFT
Handout 4 Level 1 Information Gap: Traffic Stop
Example: 5. Where are you going? 5. a. Home b. I am sorry.
Part 1 A: Police Officer B. Driver 1. License and registration, please. 1. a. Here it is. b. I am going to work. 2. You were speeding. 2. a. Because I don’t speak English. b. I’m sorry. 3. Here is your ticket. 3. a. Ok. b. Here it is. 4. Your headlight is out. 4. a. I’m sorry, I will fix it. b. I was going 45.
Part 2 A: Driver B. Police Officer 1. 1. I need to see your license and registration. a. I am going to work b. Here 2. 2. You were speeding. a. Here is some money. b. What is the speed limit? 3. 3. The speed limit is 45. a. Oh, I’m sorry. b. My light is broken. 4. 4. Here is your ticket. a. No. b. OK DRAFT Lauren Evans Lang DRAFT
Handout 5 Level 2 Information Gap: Traffic Stop Example: 5. I’m going to look in your trunk, okay? 5. a. Here is $20. b. Are you allowed to search my car without my consent?
Part 1 A: Police Officer B. Driver 1. Do you know why I stopped you? 1. a. Ok. Let me find it. b. No, I don’t. 2. I need your license and registration 2. a. Here it is. b. Am I free to go? 3. Please sign the citation. 3. a. I’m sorry. I will fix it. b. Where do I sign? 4. I’m going to look in your car, okay? 4. a. Are you allowed to search my car without my consent? b. I am sick.
Part 2 A: Driver B. Police Officer 1. 1. Where are you going? a. I am going to work b. This is my car. 2. 2. Do you know why I stopped you? a. Here is some money. b. No. 3. 3. I need to see your license and registration. a. WHY? b. Ok. Let me find it. 4. 4. Do you have any drugs or guns in your car? a. I don’t have a driver’s license. b. No. 5. 5. If you have nothing to hide, open your trunk. a. Are you allowed to search my car without my consent? b. I went through a red light.