Crime: Writing and Students Assignment

Crime: Writing and Students Assignment Words: 2160

With modifications the lessons could be made adaptable to the skill levels of younger ESL students. Thematic unit ESL Goals: Goal 1, Standard 3-To use English to communicate in social settings: Students will use learning strategies to extend their communicative competence. Goal 2, Standard 2-To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form. Goal 3, Standard 3-To use English in socially and culturally appropriate ways: Students will use the appropriate learning strategies to extend their sociolinguistic and sociocultural competence. Unit Language Learning Strategies: Direct Strategies: Memory Strategies-Creating mental linkage by: grouping, associating/elaborating, and placing new words into a context.

Cognitive Strategies-Practicing, recombining and practicing naturalistically; Analyzing and reasoning Compensation Strategies-Guessing intelligently using linguistic clues: Overcoming limitations in speaking and writing. ndirect Strategies: Metacognitive Strategies: Centering learning Affective Strategies: Encouraging yourself Social Strategies: Asking questions, cooperating with others, and empathizing with others We believe the activities and lessons in this unit are adaptable for students verymhere; teachers are encouraged to expand on the ideas.

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Crime Index LESSON 1 Introduction and Crime Vocabulary LESSON 2-Grarnmar-The passive (crime) LESSON 3-Grammar-The Passive (continued) LESSON 4- small Group Discussion on crime LESSON 5-Song Activities LESSON 6-online Lesson- Chain stones LESSON 7-Game Activities LESSON 8-A Writing Workshop-Writing a Mystery Story RESOURCES Introduction and Crime Vocabulary Lesson 1 Materials: IA- Crime vocabulary worksheet 1 B- Crime gap-fill worksheet Objective: Students will be introduced to and learn crime vocabulary Warmer:

Write five jumbled words on the board and give the students two minutes to decipher them (Do one as an example so that student have the crime context in mind. Use a September 1 lth picture to elicit number one) 1. liahkingj-hijacking 2. ailj=jail 3. redurm=murder 4. stinglea=stealing 5. hefit=thief Procedure: 1 . Tell the students your own personal story about seeing a crime 2. Pair students off and give them two minutes to discuss if they have seen a crime . . then nominate students to share 3.

Web Map-Draw a web map on the board and write crime in the center (in pairs, students have three minutes to write as many words as they can on a per) 4. Elicit answers from the students and write them on the board. 5. Dictation- Dictate any words that students did not come up with (from Crime Sheet IA) 6. Handout Crime Sheet IA and have students read the definition of any new words 7. pronunciation drills- first drill crime words chorally and then drill words to individual students 8. Crime Sheet 1 B-read half of the examples of the crimes on the paper and ask the students to write (on a blank piece of paper) which crime they think it is.

Pass out Crime Sheet 1B and students complete the remainder in pairs Assessment: Collect Crime Sheet 1B and check ifthe students have mastered he vocabulary (IA) CRIMES 1. Murder 2. Kidnapping Unlawfu Ily and deliberately killing someone Taking somebody by and demanding money or conditions to free that person 3. Burglary To enter a building, often while no one is in it, and steal money or objects 4. Mugging To take something by force from someone, often in the street 5. Pickpocketing To steal from someone’s pocket etc, without them realizing 6. Arson 7. Rape To set fire to a building illegally.

To violently attack a person sexually. 8. Hijacking 9. Fraud To use force to take control of a plane, ship, train, etc. 10. Theft To deceive or cheat someone to get money 11. Manslaughter Stealing-usually secretly and without violence 12. Smuggling Killing someone by accident through a careless or dangerous act 13. Shoplifting To bring illegal goods, like drugs, into a country or to bring goods into a country without paying taxes. To steal things while pretending to shop WHAT CRIME DID THEY COMMIT? Match these crime descriptions (a-m) with the crimes (1-13) from the CRIMES Worksheet b.

David Smith got drunk one night John James pretended to start and decided to drive home. As a business and persuaded some he turned a corner he crashed into people to lend him some money. another car an killed the driver. He used the money to go on a holiday to the Carribean. Ronnie Tyler pulled out a gun from d. his pocket and shot the bank guard Peter Short stole a computer from five times in the head. the company he worked for. Vincent Tapper took a pistol and Johnnie Smeghurst set fire to his ordered the pilot to fly to Miami. school after failing all his exams. h.

Joe Sykes forced his ex-girlfriend Paul Winters and Jennifer Summers to make love with him. stopped millionaire William Gates outside his home and forced him to Nigel Handy waited until night, go with them. They demanded 30 carefully forced open the window illion dollars from the family to free and climbed into the house. He him. took the TV and a lot of money. k. Pete Murphy often went to the shopping Anne Clinton walked around the center and took wallets from the people department store and, making sure shopping. The never felt a thing! no one was watching, put two expensive watches into her bag.

Harry Lee wated on a dark corner until the young woman turned into the street. John Bottomless was caught at Then he jumped out, hit her in the face, the customs with $500,000 worth and ran off with her leather handbag. of cocaine hidden the doors of his car. Grammar- The Passive (Crime) Lesson 2 Materials: Scrabble pieces, a tennis ball, CD player, worksheet 2A (Edna Snell), and worksheet 2B (News in Brief) Objective: Students will be able to recognize and form passive sentences (presupposes a lesson on subject/object sentences) Warmer: 1 .

Divide students into groups and give each group scrabble pieces. 2. Write group names on the board 3. Tell the students they are going to form crime words with the letters 4. Give them two minute to review their worksheets (IA) 5. Read the examples that were collected for homework (1 B) and the students make the words by moving the letters on their desks 6. The first team to make the correct word receives a point 7. The team with the most words wins 1 . Pair the students and then write nao sentences on the board A. The car was stolen by the man. B.

A man stole the car. 2. Ask the students which sentence they might hear on the news or see in the newspaper 3. Try to elicit the reasons why first sentence is better (the car is the important idea, so it is first + we don’t know who did the action) 4. Meaning, form, pronunciation of the passive on the board (to be + past participle-passive) 5. Ball Game: have the students pass a ball around the room hile music is playing (each time the music stops, the student who is holding the ball must give the past participle of the verb written on the board… at— eaten) 6. After the game, refer to the written record of past participles on the board. place the verb “to be” in front Of the various verbs and create a couple examples of passive sentences 7. Newspaper Article: Students find examples of the passive in the Edna Snell (2A) article about a man killed during WWI 8. Now students will do guided practice of the passive using worksheet 2B (News in Brief). Go over some vocabulary and give the students time to work on the assignment in pairs

Assessment: Students take home worksheet 2B (News in Brief) to check their knowledge of how the passive is formed 105105-yearyear-old died with lost love’s photo by Michael Paterson At the age of only 20, Edna Snell’s heart was broken when Billie Smith, the man she planned to marry, was killed in the trenches during the First World War. She was left with a single photograph of her fianc© in his uniform. When she died in her sleep last week, aged 105, she was holding that photograph. Time never healed her wounds sufficiently for her to fall in love again and age did not fade her memories of her 22-year-old fianc©.

In her last days, Miss Snell lost the will to eat but not the desire to look at the photograph of Billie Smith, thinking about what might have been. When staff at the Hillsdon nursing home in Poole, Dorset, looked at the photograph, the found a handwritten message on the back. It read: “With fondest love, Yours Billie, 14/10/15. ” Befor the end of that year, he had been killed in France. Little else was known about him. Miss Snell was born in Suffolk, and moved to Bere Regis, Dorset, in 1936 after her father died. She worked In a local grocery store and spent many years as a housekeeper before her retirement.

Her last four years were spent at the nursing home. Mike Faulkner, a charge nurse said, “Edna was a lovely little lady. She always told staff and friends that Billie was the love of her life. “In her final days, Edna refused to eat. I think she had given up and wanted to die. It seemed that all she wanted was to be with Billie. “It’s a lovely to think that, after all those years spent apart, they are finally together in death. ” (2B) The Passive Voice News In Brief POLICE THEFT A Television set (1) from a Liverpool police station while officers were out fighting a crime.

PLANE DRAMA A drunk who tried to open an airplane oor at 30,000 feet (2) for the rest of a Denmark to Thailand flight. CAMPER DIES Camper John Barnes, 23, (3) After a 200-meter fall into a rocky ravine With only a broken foot. Sadly he when he fell out of the ambulance on the way to the hospital in Perth, Scotland. Complete the short newspaper stories on the left with a suitable verb From the choices below: steal rescue arrest damage break destroy handcuff sentence injure rob shoot find guilty UNLUCKY BURGLAR WANTED MAN JAILED Burglar Frank Gort broke down and sobbed When he (5) to seven years in jail, claiming it was his unlucky number.

An understanding judge in San Antonio, Texas, took pity and game him eight years instead. Fugitive James Sanders, who escaped from jail in 1975, (6) in Texas after ringing the FBI to check if he was still on the wanted list. STABBED IN THE BACK Mr. Clarence Ramsey (7) seriously yesterday when a man came up behind him and stabbed him in the back. Turning around to face his attacker, Mr. Ramsey was surprised to hear him say, “Sorry I thought You were somebody else. (Language Reference p54) Grammar- The passive (continued) Lesson 3 Materials: Picture of Picasso painting, worksheet 3A (Picasso), and worksheet 3B (BY Whom,) Objectives: 1 . The students will practice scanning newspaper articles for information 2. The students will be able to make passive sentences using the context of famous people Teacher dictates five base verbs and the students have to write the passives of the base verbs procedure: 1 . Review how the passive is formed (use verbs from warmer) 2. Walk around the room showing a Picasso painting.

Ask students, “Who painted this painting? ” 3. Then tell the students you have a newspaper article relating to Picasso and a crime. What do they think the crime is? 4. Walk around the class and have them look at the picture and title of the rticle (worksheet 3A). What is the story about? 5. Have the student predict ten words that they think they will read in the article (from reading only the title and looking at the picture) 6. Write three questions on the board A. What did the robber look like? B. What weapon did he have? C.

What did the robber give the taxi driver? 7. Have the students scan, not read, the article. Give them only two minutes. Then have them search for the ten words that they predicted 8. Write two things on the board: 1. Picasso 2. Portrait ofa Lover 9. Write the famous names from worksheet 3B (By Whom? ) under the name Picasso and have the students guess in groups of three why the people are famous (example: George Gershwin… why is he famous? ) 10. Elicit why the people are famous and then hand out worksheet 2B and have the students complete in pairs 1 1 .

If time give the students a series of words and have them make passive sentences (only speaking): textbook/write shoes/made class/teach etc. (example: My textbook was written by Mary Collins) Assessment: Informally assess students by observing their progress as they do written and spoken work Picasso Painting is stolen in 3535-second galley raid By John Steele and Godfrey Barker A PONY-TAILED robber with a shotgun walked into a West-End art gallery yesterday and stole $650,000 Picasso painting before escaping in a taxi he had Ordered to wait outside.

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