Instructor: Lisa King
College: Lane Community College
Class & Level: High-Intermediate Integrated Skills Class
CC Episode Used: #5 Lost & Found
Theme: Crime & Safety
Our class meets twice a week for 2.5 hours each night.
There are typically 20 students who regularly attend, and our native language
representation in the class is predominantly Spanish.
After working with Episode #5, we practiced reporting
accidents and crimes. Our focus was on the development of vocabulary relating to
crime experiences as well as the accurate use of the past & past progressive
- We used the Longman Progressive Picture Compositions
by Don Byrne (Composition #14 – see attached) to generate a crime report
(from a witness’s perspective) and develop vocabulary. Students worked in
groups to retell the story on butcher paper. We posted and reviewed the
completed stories to compare observations. (see attached)
- A City of Eugene Public Safety publication was
presented as an example of what to look for when describing a suspect in a
crime, along with a vehicle description checklist for crime reports. Again,
good for vocabulary, and developing awareness of details in an emergency
situation. (see attached) We practiced describing our suspect from the
previous activity, as well as describing our classroom assistants.
- We used “Calling for Help” from Eugene’s Community
Safety Quarterly as a guide for asking and answering questions when calling
to report an emergency.
We focused on the section for
police emergencies and modeled 911 calls to report crimes. (see attached)
- Using Handout 5-D from the Teacher’s Resource Book A
(Crossroads Café), students interviewed each other about their own crime
experiences. The discussion was engaging, and again, it was a wonderful
springboard for vocabulary.
- This discussion led us to the issue of the safety of
our neighborhoods. We examined crime statistics for the cities of Eugene and
http://eugeneareaconnect.com/crime1.htm. The handout had Eugene and
Springfield crime statistics from 2002, broken down into a chart form with
various types of crimes compared to the national average, per 100,000
people. We examined the data, and discussed the different types of crimes,
and students proposed a number of theories to explain the differences
between the two communities. Students expressed opinions about the presence
of the U of O in Eugene, jobless rates, economic differences between the
communities, and other population differences that might affect the
variation of two cities so in such close proximity.
- Another site to explore that gives crime statistics
by area neighborhood is
http://www.registerguard.com/standingdocs/crimewatch.html. We didn’t
use this, but I mentioned it as another resource for community information.
At the end of our discussion,
people in the class were asked if they were concerned about the level of crime
in their areas. The overwhelming response was that people felt safe where they
- A recent Register-Guard newspaper article about the
elimination of prosecution for minor crimes was also presented for at home
reading and discussion in a later class. (see May 11th RG)
The unit was successful on a number of levels. Students’
accuracy with the language increased, as did their vocabulary and understanding
of some of the causes of crime, and problems in our community. A presentation by
a neighborhood liaison from Public Safety would have been a welcomed addition.
5.3.7. Identify common
infractions and crimes, and legal consequences.
5.3.8. identify procedures for
reporting a crime.
5.6.1.interpret information about
neighborhood or community problems and their solutions.
7.2.1. Identify and paraphrase pertinent
7.2.2. Analyze a situation,
statement, or process, identifying component elements and causal and part/whole
7.2.3. Make comparisons,
differentiating among, sorting, and classifying items, information, or ideas.
7.2.4. Identify or make
inferences through inductive and deductive reasoning to hypothesize, predict,
conclude, and synthesize: distinguish fact from opinion, and determine what is
mandatory and what is discretionary.
7.2.5. Evaluate a situation,
statement, or process, assembling information and providing evidence, making
judgements, examining assumptions, and identifying contradictions.
7.2.6. Generate ideas using
divergent and convergent approaches, and also through creative imagination.