Activity:  Introduction Questions and Video (s. 1-6)

Time: 15 minutes

Materials: 

• Slides

• Sticky Notes (2 per student)

• Whiteboard Markers

Procedure:

• Know (about police in schools and zero tolerance policies) Wonder (about alternatives) Learn (about restorative justice) chart - Students will be filling out sticky notes for each section of the KWL chart

• Separate the whiteboard into 3 sections labeled Know, Wonder, and Learn

• “You will be writing on one sticky note for the Know section and one sticky note for the Wonder section of our KWL chart to start this lesson, then at the end of class we will fill out one last sticky note to fill in the Learn section.” 

• For the first sticky note, they’ll write what they know about both zero tolerance policies and police in schools.

• “On your first sticky note you will answer the question: What do you know about zero tolerance policies and police in schools? In other words, what have you learned from the previous lessons?”

• On the second one, they’ll write what they wonder about alternatives to such punitive policies.

• “On the second sticky note you can choose to write either a wonder or a prediction. You can Wonder: write something you would like to learn about in this lesson or a question you have about restorative justice. You could also Predict: you can guess what you think we are going to learn about today. Some examples of a prediction are I think the purpose of these policies is … Or I think restorative justice policies are different from zero tolerance policies because …”

• “We are going to fill out the learn section after the lesson so we can see what we know afterwards and what thoughts have changed. “

• CCQ’s: 

  • “How many sections are there on the board?”

  • “How many sections will we write about right now?”

  • “What are we writing for each section?”

• Wait until after you’ve explained to the students and done CCQ’s to hand out the sticky notes

• After they’ve handed out the sticky notes, read the notes they left on the know and wonder sections. You can summarize things said in multiple notes or read comments from individual notes. Do not name who wrote what.

• As you read some of the notes out loud direct students to make a me too gesture (a shaka pointing at themselves and the teacher indicating that they think or wrote the same thing). 

• After you read the notes aloud ask students if they changed their mind or have anything to add after hearing what other people thought. This can be a turn and talk and/or a whole class discussion. 

Activity: Mood Board (s.7)

Time: 20 minutes

Materials: 

• Slides

Procedure:

• Establish new vocabulary with vocab learning activities

• Read out definitions of the words in the slideshow

  • Criminalize: to treat something like it is a crime and make it illegal

  • Penalize: to give an action a punish or to punish someone

• “Now, you will be given a worksheet that contains the new vocabulary words we just learned as well as the vocabulary we’ve learned earlier in this unit. There will also be sentences on the worksheet that are missing words. You will use the vocabulary words in the word bank to complete the sentences.”

• CCQ’s:

  • “What is on the sheet?”

  • “What do we do with the blanks?”

  • “What words can be in the blanks?”

• After making sure students understand the assignment, hand out the worksheets

• Ask students about last lesson’s video clip and review the main arguments for and against police in schools

• Questions:

  • “Do you remember the video we watched last class?”

  • “What was the video about?”

  • “What arguments did the video have in favor of police in schools?”

  • “What arguments did the video have against police in schools?”

• Something to build up the background of what could be done instead of police officers before watching the video about what Adams 14 did to replace the SROs

Activity: News Video Listening and Note Taking (s. 8-11)

Time: 45 minutes

Materials:

• Slides

• Youtube Video

• Video Transcript

• Restorative Justice Texts

• Note Taking Worksheet

Procedure:

• For their practice, students will be watching the first half of the video they watched in the last lesson

• Reintroduce the video to students and remind them about the context (Adams 14, debate about SROs, etc.)

• Then, connect it to the new concept of the lesson: restorative justice – students will be learning about the program in Adams 14 that the schools have implemented as a form of restorative justice instead of using law enforcement

• “You will listen to the video 2 times. For the first listen, you will just pay attention to the video. For the second listen, you will take notes on a piece of paper, which I will hand out after the first listen.”

• CCQ’s:

  • “How many times will we watch the video?”

  • “What will we do the first time we watch the video?”

  • “What will we do the second time we watch the video?”

• Play the video for the first time at .75x speed starting at 4:15

• Then, pass out the notecatcher to students and go through the questions so students know what they are listening for the second time.

• Once the students are ready to take notes, start the video again at 4:15 at .75x speed.

• “Now that you have taken notes, you will find a partner to share what you wrote about the Y.E.P program from the video. If your partner wrote anything down that you would like to add to your notes, feel free to write it down.”

• Then, students will be randomly assigned into 5 different groups where they will read an article about a restorative justice program in other states in the US (10 minutes)

• With their small group, they will read the text together and take notes on a new notecatcher (same questions as the video’s notecatcher) (10 minutes)

• Once students take notes, they will do a mini-presentation to the class about their group’s article and what they learned (10 minutes)

• Every student should speak and the groups should decide who will share what during their work time

• With time allowing, host a whole-group discussion with students about how these programs could help keep students out of the school-to-prison pipeline.

Activity: Jeopardy Review Game (s. 12-13) 

Time: 15 minutes

Materials: 

• Slides

• Jeopardy Introduction Video

• Jeopardy Game OR Make Your Own Using the Questions Here

Procedure:

• As a full unit review, you will run a game of Jeopardy; You can either use the website or write the categories and point values on a board

• Have students watch the video and explain the concept → Jeopardy is an American television game show where people/contestants compete for money (or in our game points) by answering questions. The questions are worth more points as they become more difficult. The questions are split up into different categories and point worths and contestants can choose what they want. [You can tell students that in the game contestants usually answer with a question but do not use that rule for this activity → unless you want to focus on that sentence/tone structure with students]. Also tell them that if a contestant answers wrong others can steal their points by answering correctly. 

• Split the students into teams by counting them off into one’s, two’s, and three’s. The exact number of teams should depend on the class size. You can do more or fewer teams, or not have teams at all if your class is small enough.

• Ask each team to establish a group name who will go first and the order after that in the Jeopardy game. 

• Once the teams are established, let the first team pick any question from the board. Give them a certain amount of time (maybe 30 seconds to a minute → adjust based on level) to give an answer.

• If they answer the question correctly, give them the points on the board corresponding to the value of the question.

• These are more long answer/explanation questions. Students will not get the answer exactly correct. Use teacher discretion to give out points and half points. You might need to ask other groups to expand on the answer.

• A lot of the answers are critical thinking or example based answers. Student answers may vary greatly. Answers on the board are example answers. Use discretion and have a class discussion when answers differ. 

• If they wait too long to answer or answer incorrectly, let any of the other teams raise their hand to answer the question. If they answer correctly, they get the points from the question.

• After the question, move on to the next team in the rotation and repeat the process. If a team answers a question that another time got wrong or didn’t answer, go to them instead.

• CCQs:

  • "What do the columns (up and down) mean?" → Categories or topics

  • "What do the rows mean (left and right)?" → Harder or easier questions

  • "What happens if you answer too slowly or wrong?" → Others can steal your points

• At the end of the activity or each question go over the answers because these are the key takeaways we want students to understand. 

Activity: Exit Ticket (s. 14-15)

Time: 10 minutes

Materials: 

• Slides

• 1 sticky note per student

Procedure:

• After Jeopardy, tell students that they’ll return to the know wonder learn board

• “On the final sticky note you will write down one thing you learned and can also add one question you still have if you’d like.” [Students need to write what they learned because this is our assessment but they can choose to write a question as well] “You can Explain: write something you learned from the lesson or explain what restorative justice policies mean to you. You could also Ask: you can ask a question to clarify or write something you still wonder about.”

• CCQS:

  • “What do you have to write on your sticky note?” → What we learned

  • “What can you write on your sticky note?” → Questions or clarifications

  • “Where do you put your sticky note?” → Under learn on the board

• After every student is done, read the sticky notes on the board without naming who wrote what

• Again have students make a me too gesture if they agree with the sticky note. 

• As a class try to discuss or brainstorm answers to the remaining questions. The teacher can choose to answer these or create a mini lesson for later. 

• As a class, discuss the application of the things that students have learned. Ask them: "How do you think what we have learned applies to you and your school? How do you think you can use this knowledge to change things in your life/school?"