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 verb tenses. 


  1. 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)


  1. 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.


  1. 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)


  1. 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.


  1. This discussion led us to the issue of the safety of our neighborhoods. We examined crime statistics for the cities of Eugene and Springfield from  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.


  1.  Another site to explore that gives crime statistics by area neighborhood is  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 lived.


  1. 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.


Casas Competencies:


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 information

7.2.2. Analyze a situation, statement, or process, identifying component elements and causal and part/whole relationships.

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.