INSTRUCTIONAL PLANNING

Needs Assesssment
Course Planning
Unit Planning
Lesson Planning
Lesson Plan Form
Level Descriptions

CURRICULUM CONTENT

Organization
Unit Index
Reading Development
Writing Development
Grammar
Technology Curriculum

LEARNER ASSESSMENT

Level Descriptions
Assessment Framework
Initial Assessment
Lifeskills Performance
Objectives
Progress Through the
Curriculum
Culminating Assessment
Final Assessment
Reporting Progress
Competency Lists
CORRELATIONS

Internal
External

COMMON QUESTIONS

LIFESKILLS PERFORMANCE OBJECTIVES UNIT: LEGAL SERVICES LEVELS: 300, 350, and 450

Note to teachers: The objectives to choose from are the same for levels 300, 350, and 450. However, resources will vary based on level and the legal context chosen by a class at the beginning of the unit.

Unit Goal: Students will choose an aspect of the legal system and, within that context, and demonstrate level appropriate abilities to access information, act on information, and solve problems.

PERFORMANCE OBJECTIVES (Summary):
1. Identify legal issues/problems and prioritize learning needs.
2. Given print/web information, ask for and identify resources for a legal issue.
3. Given phone recording, identify assistance available, office hours, location.
4. Given appointment/telephone inquiry, request assistance and/or clarification.
5. Given priorities identified in Objective 1, state major rights and responsibilities.
6. Identify a legal problem, possible solutions, and consequences.
7. Given priorities identified in Objective 1, complete a written report.
8. Given priorities identified in Objective 1, describe an incident orally.

Legal Issues Resource Page

LIFESKILLS PERFORMANCE OBJECTIVES

FUNCTIONS AND SAMPLE LANGUAGE
See Resources page
See Best of the Web: Legal Services

INTEGRATION

1. Identify legal issues/ problems and prioritize learning needs.

Legal contexts to choose from (ideas):

consumer rights
crime
court system
domestic issues (abuse, divorce, separation)
drug and alcohol problems
free speech/civil liberties
housing rights
immigration
job rights (discrimination, sexual harrassment, worker's compensation)
traffic law
other contexts

Identify problem:

Level 300:
I got a speeding ticket.
I want to bring my son here.
I don't understand the U.S. court system.

Level 350:
I need to learn to file a discrimination complaint.

Level 450:
What will happen if someone asks for help with a drug problem?

Prioritize learning needs:

Level 300:
Job rights are important for me.
I need to learn about child abuse laws.
I'm really curious about local law.

Level 350:
I need to learn about my rights as a permanent resident.
Immigration is the most important topic for me.
I want to know more about the court system.

Level 450:
Personally, I don't think traffic law is very important.
Job discrimination is more important for me than traffic law.
I would rather learn about sexual harrassment laws than housing rights.

Structures:
comparatives and superlatives
would rather

Expressions used in stating opinion, such as:
Personally,
In my opinion,
I agree/disagree...

2. Given print and web information (e.g. directories, brochures), ask for and identify resources for a legal issue/problem.

Request: information:

What should I do when/if...?
Who should I call when/if...?

Report: information:

If I have a problem with..., I need to contact...

Structures:
modals (should)
conditional

Cross-culture:
Sources for legal information Cost of legal information

3. Given a telephone recording, identify type of assistance available, office hours, and location.

Seek/report info: location, time:

If you are having an emergency, please call...

The...handles...
The office is open...
The office is located...

Structures:
conditional

Cross-culture:
Using the telphone (e.g. the importance of making an appointment, phone trees, leaving a message, spelling "A as in 'apple'", asking for clarification)

4. Given a face-to-face appointment or telephone inquiry, request assistance and/or clarification.

Request Assistance:

300:
I am having a problem with...
Can you help me?
I need help as soon as possible.

350:
Can you tell me what I need to do next?
I've been robbed!
There has been a mistake. I was visiting my sister at work.

450:
I think someone is breaking into an apartment across the street!
They said I should call...
Can you tell me who(m) I need to speak with?
It must have been someone else.

Make/respond to requests: clarification:

300:
I'm sorry. I didn't hear you. What number should I call?
Do you have anyone who speaks...?

350/450:
I have been waiting for someone to help me with... Do you know how long it will be?

Structures:
questions
modals (can, should)
present perfect
past continuous
reported speech

Cross-culture:
Appropriateness of asking for help
How to use pressure politely in English

5. Given priorities identified in Objective #1, state major rights and responsibilities.

Report information:

300:
You have the right to remain silent/say what you believe.
All children can attend a local public school for free.
I should report crimes immediately.

350:
Drinking and driving is illegal.
(It is illegal to drink and drive.)
You are considered innocent until proven guilty.

450:
If you can't afford a lawyer, one will be appointed for you.
Title VI states that federally funded facilities must provide native language services.

Structures:
modals (must, should, can)
gerunds and infinitives

Cross-culture:
Rights and responsibilities in different countries and to what extent they are respected/ enforced, how and by whom

6. Given a legal issue, identify the problem(s), possible solutions, and consequences.

Express opinion and ask for/give advice:

300:
That is definitely sexual harrassment.
I think she should tell her supervisor.

350:
I'm worried about what will happen if she leaves the country.
I think the best solution is...
If you become a U.S. citizen, you can get a U.S. passport.

450:
What do you think she should do?
If she had come here as a refugee, she could...

Structures:
questions
modals
future conditional
past conditional

Cross-culture:
The same situations in different countries

Extension:
Write a letter requesting information about a legal issue/problem. Stand Out 4, Unit 8 (Lesson 6--Problems in the Community)

7. Given priorities identified in Objective #1, complete a written report, including necessary forms, for a legal issue.

Sample form language:

Are you 18 years of age or older?
Please provide a description of the incident.
Please provide proof of...

Cross-culture:
When to call the police
Role of witnesses
Fear of police
Racial stereotyping/profiling

8. Given priorities identified in Objective #1, describe an incident orally, including crime, accident, and missing person.

Report info: descriptive (color, size, condition):

300:
He was about 5'6" and very thin.
It was too dark to see.
She was wearing a blue jacket.
He was taller than I am.
He beat me and my daughters.

350:
I was walking down then street when...
I was driving 45 miles per hour on...
She was (discuss how to describe using skin color).

450:
Yesterday, I saw someone get mugged in the park.
I would have gotten the license plate number but they were too fast. It was a black Ford pickup truck with a big dent on the left side.

Structures:
adjectives
comparatives and superlatives
past continuous
simple past
order of adjectives in a list

Cross-culture:
When to call the police
Role of witnesses
Fear of police, experiences with police in native country and in U.S. (e.g.: police may call for fundraising (don't be scared!)
Racial stereotyping/profiling

Back to Top

Arlington Education and Employment Program
2801 Clarendon Blvd., Room218, Arlington, VA 22201

Contact REEP:reep@arlington.k12.va.us

INSTRUCTIONAL PLANNING Needs Assesssment Course Planning Unit Planning Lesson Planning Lesson Plan Form Level Descriptions

CURRICULUM CONTENT Organization Unit Index Reading Development Writing Development Grammar Technology Curriculum