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On the Streets
Enforcing the Laws
Gunile Walker/April 14, 2015
NAME: Gunile Walker
COURSE: ED 222-Instructional Technology
COLLEGE: Butler Community College
SEMESTER: Spring 2015
PROFESSOR: Dr. Shellie Gutierrez, EdD, PhD
Lesson Plan Title: On the Streets, Enforcing the Laws
What kind of laws are there in Kansas that immigrants from other countries may not know and who is able to enforce those laws?
What is the name of our state; our city; our county?
Where is Sedgwick County located on a map of Kansas?
Where is Wichita located within Sedgwick County?
What level of government is the Police; the Sheriff; the Trooper?
What laws do the Wichita City Police; the Sedgwick County; the Kansas State Trooper enforce?
What courthouse are court hearings heard if you get a ticket from the Police; the Sheriff; the Trooper?
What is the definition of a crime; a law?
The content of the lesson will be about how the law enforcement in Kansas is divided by city, county and state and various definitions associated with Kansas law. The instructor will navigate through the lesson using an online technology tool called a glog.
CASAS competencies 5.6.1, 5.6.2, 5.6.3, 5.3.1, 5.3.2, 5.3.3, 5.3.7
English as a Second Language
STUDENT LEARNING OUTCOMES
At the end of this lesson the ultimate outcome will be for the student to be able to say and point to the state of Kansas on a map of the United States and the county of Sedgwick on a county map of Kansas.
Definitions of only 2 of the 18 vocabulary words on the glog will be taught during this 3 hour lesson. Outcome will be for the students to match the definition with the correct vocabulary word on the quiz.
Visuals of the County Sheriff's car, Kansas State Trooper car and the Wichita City Police will be shown and the colors for each car and uniform will be discussed. Being able to recognize all 3 divisions will be achievable.
In order to obtain full points the student will correctly identify the name of each courthouse.
In order to stimulate the students' interest in todays lesson I have invited a Wichita Police Officer and a Sedgwick County Sheriff's Officer to talk with the class. They will begin by explaining the difference between what each one of them does. I have allotted 30-45 minutes for them to talk and have time for questions.
Now that the student's have been introduced to actual officers it is time to review what city vs. county means. Click on the word cloud above under the lesson title to access the Glog. This will provide the links to all the information that will be needed during the presentation.
Begin by asking the class how many states are in the United States. Pull down the map of the United States that is in the classroom. Ask a student to come up and show everyone where Kansas is located on the map.
Bring up the link from the Glog that says 'counties' to show a map of all the counties in Kansas. Point to Sedgwick County on the map. Click on the link in the Glog that says 'Kansas' to show the cities in each county within Kansas. Explain how Wichita is a city within the county of Sedgwick within the State of Kansas.
Ask the students for their definition of a crime. Once they have had about 1 minute to think about it (this time will vary depending on how I read their visual cues) I will ask someone to write on the board what he/she thinks is an example of a crime. This can be a picture or words. Click the word 'Crime' on the top middle section of the Glog to access the definition of crime via the link. Definition #1 contains many words that will be unfamiliar to the students. Numbers 4 and 5 will be the ones that will be more easily understood.
Do the same steps for the definition of law. Definition #4 will be the one I will discuss with them. Continue with the steps above as done for the definition of crime including have student's write on the board their definition or examples of the word law.
Ask if they have any questions before moving on.
Talk about the pictures of the different law enforcement vehicles; color of car, color of uniform. Point to the words 'Wichita City Police' and select a student to read it aloud. Ask the students what color the car, the uniforms. Continue this for each type of car shown on Glog.
Click on the words 'Wichita City Police' to access the website. Explain to the students the large amount of content contained on this site. Scroll to the bottom to point out and discuss the address, hours, phone number, and email. Discuss how contacting them via email with questions might be the best option to avoid incorrect information being communicated both ways.
Point out the 'How May We Help You?' section that is on the right side of the webpage. Discuss the first two; 'First time in court,' 'How may I pay my citation.' Do not click on the links or go into much detail. This is to give them an awareness only of what is available on the website.
Return to the Glog to show the students the picture of City Hall. Click on the link titled 'Wichita City Hall.' Click on the examples of the citations to show them what they look like. Use words such as 'ticket' instead of 'citation' to explain. Note the connection between that courthouse and that specific kind of citation.
Follow the same steps for 'Sedgwick County Sheriff' and 'Kansas State Trooper.'
For the Sedgwick county website show the students the picture of the current Sheriff. Discuss the section on the left where further information can be obtained when needed. Making specific note of the 'How Do I...' link.
For the State Trooper link there is not an address or any other links to point out or discuss.
Return to the Glog to show the students the picture of the Sedgwick County Courthouse. Click on the link to access the website. Click on the example of the citation.
Ask the students to give examples of when they might get a ticket like this. Depending on the students attending that day will dictate the depth of these examples. Advanced English learners can go into more details about insurance laws, tags, and the other words under the bottom section of the Glog. Otherwise, stay with general reasons such as speeding and drinking and driving.
Explain that we are going to watch a video about someone who got a warning ticket. Ask the students to write down any words during the video that they don't understand or would like to discuss. Do not provide the definition of warning ticket yet.
Watch the video on the left titled 'Warning Ticket.' Ask the students if they can give me the definition of a warning ticket after watching that video. Answer the questions on the Glog beside the video. Discuss as needed.
Do the same for the video titled 'Warrant.'
Ask for questions. This will need to be assessed visually as well. Some students will not ask questions but the appearance on their face will say that they don't understand.
Have students go to a computer station where the Glog has already been opened. Assist each student in scrolling to the bottom of the Glog to access the link to the assessment. Instruct the students to click on the link titled 'Assessment Time.'
APPROXIMATE TIME NEEDED
Know how to navigate a computer using general terms such as navigation bar, URL link. Including how to operate a mouse.
MATERIALS and RESOURCES
Computer. Internet connection. Headsets. Physical overhead map already in classroom. Overhead projector.
PRINTED MATERIALS or SUPPLIES
Copies of definitions with pictures for the special needs learners. Crayons. Glue.
Police officer, County Sheriff's officer
ACCOMMODATIONS FOR DIFFERENTIATED INSTRUCTION
SPECIAL NEEDS LEARNER
The special needs learner will have a printed copy of the definitions with the pictures included to eliminate the possible confusion to knowing how to maneuver a mouse and the possibly unfamiliar terms. They will be given instructions to color the pictures. Then they can cut out the pictures then match them to another set of uncolored pages.
ADVANCED ENGLISH SPEAKER
The glog lesson and a headset will be provided to the English Language Learners that are more advanced in their English to proceed at their own pace.
For the definition of 'crime' I will have the advanced students write the words they do not know from definition #1 on a piece of paper then have them look up those words online, copy the definition onto their paper (writing helps ELLs retain the words rather than using a tech tool). They can listen to how the words are pronounced if they choose to do that by clicking on the speaker icon.
These students might opt to understand more about what it means on the City of Wichita webpage when it says 'How are we doing' under the 'How May We Help You?' section. They can click on the link to learn more.
Further definitions of various terms can be reviewed.
The gifted student and those more advanced in English can do the same advanced activities on the Glog.
What did I learn? What did not work? What did work? What should I change the next time I teach this lesson? What should I keep the same the next time I teach this lesson? Did the clients feel engaged?