Activity:  Introduction Questions and Video (s. 1-12)

Time: 15 minutes

Materials: 

• Slides

• Video

Procedure:

• Open the Lesson 1 Slide Deck (Slides).

  • You will go over the agenda before going into the warm up.

• Introduce the School-to-Prison Pipeline by asking students questions about what they already know about it.

• Then show students the video about the School-to-Prison Pipeline.

• After the video, ask students about their experiences with discipline in school. This will activate background knowledge and prepare students to learn about Zero-Tolerance Policies.

• Finally, go over True or False statements related to Zero-Tolerance Policies.

Activity: Vocabulary Introduction + Circumlocution Practice (s.13-17)

Time: 20 minutes

Materials: Vocabulary Cards

Procedure:

• You will go over vocabulary words and their definitions.

• Next, students will need to describe a vocabulary word to another student without using the definition until the other student guesses correctly

• Instructions:

  • “First, you will each get a card from me that has a vocabulary word and its definition. Once you all have your cards we will take a moment for you to plan how you will describe your word.”

  • “Then you will stand up and find a partner. The first person will describe their word until the second person guesses it correctly, then the second person will describe their word until the first person describes it correctly.”

  • “You will repeat this process with three partners.”

• After giving them instructions, you will ask the CCQs:

  • “How will you describe the word?”

  • “How many times will you guess someone’s word?”

• Students will have 10 minutes meet with three partners and guess vocabulary words.

  • There is a digital timer on the instructions slide (s. 17). It may be helpful to give them warnings at the 3 and 1 minute mark.

Activity: /shun/ vs. /zhun/ Pronunciation Activity and Partner Discussion (s.18-21)

Time: 10-15 minutes

Materials: Pronunciation Cards

Procedure:

• You will go over the difference in sounds between unvoiced /f/ and /sh/ and  voiced /v/ and /zh/ (following slides 18 and 19).

• Then, you will show the different IPA symbols that correspond to the /shun/ and /zhun/ sounds.

• Next, share the instructions for the activity

  • Step 1: “First, I will say a word, then you will repeat the word out loud with your hand on the back of your throat.”

  • Step 2: “Next, after you say the word you will hold up the card in front of you that matches the pronunciation for that word: this symbol for /shun/” Point to the ʃən under tension “And this symbol for /zhun/.” Point to the ʒən under vision 

  • Step 3: “Last, we will all say the word and its ending one more time.”

  • Do an example with the word tension to demonstrate the activity, then ask the CCQs:

    • “What will you do before you hold up a card?” 

      • Repeat the word

    • “You will hold up the card that has the..?” 

      • Matching IPA symbols

  • Do steps 1-3 for all of the vocabulary words on slide 21

Activity: Instant Expert Jigsaw Activity (s. 22-24) 

Time: 40 minutes

Materials: 

• Case Study 1

• Case Study 2

• Case Study 3

• Case Study 4

• Case Study 5
  
  

Procedure:

• Students will have an opportunity to read a case study with a group, take notes, then share their notes with other students who looked at different case studies

• Directions:

  • First, I will break you into groups (One for each case study). Each group will get a different case study to read.”

  • “Once you are in your groups, you will have about 10 minutes to read the case study with your group and write down your answers the following questions on a piece of paper:

    • What happened?

    • How did zero-tolerance affect the student(s)?

    • Was the punishment fair?

    • What alternatives could have been used?

  • “After 10 minutes, I will help us get into new groups. You will take your notes to your new group then take turns sharing your responses to the case study you read. Once each expert has shared, discuss similarities and differences between cases and how they were handled, as well as the fairness of each case. You will have about 15 minutes to share, then we will discuss as a whole class.”

  • CCQs:

    • “How long will you have to read the case study?”

    • “What will you discuss with your mixed group?”

  • There will be a 10 minute timer video on slide 23 for the reading and note taking, then a 15 minute timer video on slide 24 for the sharing portion.

Activity: Exit Ticket (s. 25-27)

Time: 15 minutes

Materials: 

• Note Card

• Reflection Situation Card

Procedure:

• You will explain that as a wrap up activity students will be reflecting on a disciplinary situation using the vocabulary we practiced today.

• Directions:

  • “Now, we are going to do a check in, to make sure that we understand how Zero Tolerance Policies work in a real situation”

  • “I am going to give you a card with a situation on it. You are going to write two things on the back."

    • "First, how you would want the situation to be handled."

    • "Second,  how you think it would be handled in a zero tolerance policy school."

  • "You are going to use at least 3 vocab terms in your writing to show that you know how to use them. You should write at least three sentences for each part.” 

  • CCQs: 

    • Which situation are you going to write about?

    • What are you going to write first? 

    • What are you going to write second? 

    • How many vocabulary words should you use? 

    • How many sentences do you need to write in total?

• After students have had a chance to write their responses, collect them and wrap up the lesson.