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Lauren Evans Lang
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Lesson Plan: Law Enforcement- Police Interaction
Lesson Basics
Class level: Beginning
Topic: What to do if a police officer stops you while driving.
Length: 2 hours (Allowing ½ hour for the officer visit, assuming no technology
problems, many activities could be extended longer)
Objectives:
The student will be able to:
 Understand and use language associated with a traffic stop
 Identify their rights in a traffic stop
 Predict what will happen if pulled over by police.
 Demonstrate how to most effectively act in a traffic stop.
 Produce a video of what to do and what not to do if pulled over by the police
while driving.
Language skill primary focus:
X Listening
X Speaking
_X
Reading _____ Writing
Benchmarks from Virginia’s Adult ESOL Content Standards:
Learners will be able to:
 S2.3 Produce limited learned phrases with simple grammatical structures.
 L2.1b Respond appropriately (verbally or nonverbally) to simple learned
phrases that contain familiar survival vocabulary.
 L2.4 Recognize the need for and respond appropriately to simple requests for
clarification.
 R2.1a: Understand simple directions in authentic text using the imperative.
 R2.3b: Use realia or visuals to understand new vocabulary.
 W2.1a: Write short descriptions
Materials/Equipment:
 Video about rule of law (See Teacher Resources)
 Video about how to handle police interaction in a traffic stop. (See Teacher
Resources)
 Handouts 1-5
 Teacher Materials 1-7
 Smart phones- 1 per trio
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Stages of the Lesson Plan
Warm Up/Review
mind map
Grouping Strategies:
Whole Group
Materials Needed:
 ‘The Law Rules’ Video
 Teacher Materials 1:
Photo of traffic stop
 Online Mind Mapping
program- Wise Mapping,
or board or chart paper if
you don’t have
technology access
See example mapsLower Level:
http://app.wisemapping.com/c/maps/
169675/public
Higher Level:
http://app.wisemapping.com/c/maps/
165285/public
Activity Steps:
1. Build context: We talked about the 3 levels of
government. One way the government affects our
everyday lives is through law enforcement- the
police. They help keep people safe. Watch an
excerpt of the ‘The Law Rules’ video (2.40-4.20)
The most common reason people talk to police is
when they are pulled over while driving.
2. Activate and build background knowledge
through mind mapping using an online programWise Mapping. Depending on the level of your
students, the map may be very basic- you may want
to use a whiteboard or chart paper and draw
pictures with simple words for the lowest level
classes.
 Show a photo of a police officer pulling a car
over. (Teacher Materials 1)
 What is happening? Why do you think the police
officer is telling the car to stop? What are other
possible reasons? What will the officer do?
What will the driver do?
 Have you or someone you know ever been
pulled over by police? Did you understand what
they were saying? Were they polite or rude?
3. *Vocabulary/ Word Stress: Discuss meaning of
key vocabulary and practice word stress of 2-3
syllable words. Use a physical cue such as
stretching a rubber band, clapping, or raising arm to
emphasize stress, or a visual cue such as small
paperclips for unstressed syllables, large colorful
paperclips for stressed syllables. (ex. poLICE,
OFFicer, LIcense, regisTRAtion, TICket, ciTAtion.)
Create the mind map online or on chart paper/board in
a whole group, or higher-level students can work in
small groups to create mind maps.
See sample mind map in Teacher Resources for
vocabulary ideas.
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Introduction/Presentation
Video
Grouping Strategies:
Whole group
Materials Needed:
“The Correct Way to Handle
a Traffic Stop” Video
alternative
Lauren Evans Lang
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Activity Steps:
 Police Officer Visit: Schedule a police officer or
two to come visit the class or visit virtually via
Skype. Create the mind map during the class
before and brainstorm questions to ask the
officer.. Ask the officer to present information
about what to do and what not to do in a traffic
stop. For lower levels, you might want to have
students watch and discuss the traffic stop video
prior to the officer visit so they have more
background information and vocabulary to help
them understand the officer.
If it is not possible to schedule a visiting officer, watch
the traffic stop video. Have students listen and watch
for what to do if stopped by police. Have students write
down any words they don’t know. (If you use long
version – also have students look for what not to do)


Guided Practice
Multi-level dialog
Grouping Strategies:
Whole group, pairs
Materials Needed:
Handout 1-3: Three level
dialog
After the police officer visit or video, add to the
mind map information learned and review any
vocabulary words students didn’t understand.
NOTE: Instead of “I don’t consent to searches”,
a better statement is “Are you allowed to search
without my consent?”: An officer can legally
search your car without your consent if they see
anything suspicious-including excessive
nervousness, reaching under your seat while
pulling over, and seeing something suspicious
inside the car.
Activity Steps:
3 level Dialog- You can start with the level
appropriate for your students. Or you can introduce the
level 1 dialog to all students, and as students master
level 1, introduce higher-level dialogs.
Review word stress for 2-3 syllable words in dialog;
License, regisTRAtion, SPEEDing, TICKet, SORry
Practice Dialog:
 Have students close their eyes and listen as you
read the dialog.
 Have students open their eyes and follow along
silently as you read the dialog.
 Have students listen and repeat the dialog, line by
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


Communicative Practice
Information Gap
Grouping Strategies
Pairs
Materials Needed:
Information Gap Level 1
and/or Level 2
Application
Role Play
Grouping Strategies:
trios
Materials Needed:
1 smartphone per group
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line.
Have students take part B, you part A. Then switch
roles.
Have half the class be part A, the other half part B.
Have students practice the dialog in pairs,
substituting some of the other reasons people are
pulled over from the mind map.
Activity Steps:
Information Gap in pairs
1. Students will work in pairs. One partner is A and
reads each question or statement. Partner B
chooses a or b to answer the question or
respond to the statement.
2. In Part 2, students switch roles.
3. Model the example at the top to help clarify
directions.
4. You can group students in like ability groups,
and give them level 1 or level 2. Or copy level 1
and 2 front to back and let students choose
which level to use.
Activity Steps
1. Act out some different ways people may act
when pulled over- very nervous, angry, polite,
etc. and discuss how this might affect the
interaction with police. Include movements that
police may find suspicious, like reaching under
the seat, excessive nervousness, etc.
2. Role Plays- What to do and what not to do in a
traffic stop. Students will work in trios- 1 student
plays the officer, 1 student plays the person
being pulled over, and 1 student video tapes on
their cell phone. Remind students to think about
word stress for the 2-3 syllable words they say.
3. Have students role play twice (changing roles)
The first time showing what not to do in a traffic
stop, the second time showing what to do.
4. A strong emphasis should be placed on body
language and tone of voice, especially with lower
levels.
5. If possible, show one video from each group on
a large screen and discuss. (Or have each group
choose one role play to do in front of the class,
and the other students will decide if this is what
to do, or what not to do.)
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Evaluation
Grouping Strategies:
Pairs, trios
Materials Needed:
Evaluation grid or other
recording system to
document individual student
performance.
Extension
Categorizing do’s/don’ts
Grouping Strategies:
Pairs or small groups
Materials Needed:
 do’s/don’ts cards (TM 2)
 Do this? (TM 3, 4)
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Activity Steps
Evaluation throughout- especially during the
categorizing activity, the information gap, and role
plays.
You can create a rubric for the role play, and have
students rate each other.
Activity Steps
1. Categorize actions do’s/ dont’s
 In pairs or small groups students will
categorize pictures of actions and things you
might say (or shouldn’t say) during a traffic
stop.
 Students sort pictures according to what to
do or not to do.
 You can hand out TM3 for students to use as
a guide, or cut off the numbers and cut them
into strips and have students match the
words with the pictures. Or, if appropriate for
your students language level, have students
label what is happening in the pictures.
 Debrief as a whole group and clarify any
confusions-(ex: you shouldn’t get out of your
car, unless the officer asks you to.)
2. Try to arrange for a police officer to come
visit the class or virtually visit the class via
Skype if you weren’t able to arrange it for this
class.
Homework: Share what you learned about traffic stops
with someone you know.
Give students card with what to do if you are stopped
by police. (See teacher resources) or if the language is
too difficult, create your own cards about what to say if
stopped by police using index cards.
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Teacher Resources
Warm Up:
Warm Up Video: ‘The Law Rules’ Video. show a clip- perhaps 2.40- 4.20


If you want to show only an excerpt, download the movie so you can have the timer and cue it to the
right spot: http://ruleoflaw-vba.org (Download the movie which is in the middle of the page, Rule of
Law= Rights + Responsibilities- Click on the ‘here’ link under the movie)
Here is the video online: http://ruleoflaw-vba.org/rolvideo.html
Free Mind Mapping Tool: http://www.wisemapping.com
o Example mind map:
 Lower Level: http://app.wisemapping.com/c/maps/169675/public
 Higher Level: http://app.wisemapping.com/c/maps/165285/public
o Video Tutorial how to use wisemapping:
http://www.youtube.com/watch?v=rKxZwNKs9cE
o Words to focus on word stress: Distracted, Texting, Tailgating, Violation, Citation,
Officer, Police, Registration, Consent, Allowed, Headlight, Taillight, license
o Background information: Most common reasons for traffic stop




Distracted driving- eating, texting, talking on the phone while driving
Tailgating and improper lane change- cutting someone off or moving without looking
Equipment violations- windows tinted too dark, broken tail lights, burned out headlights,
broken windshield
Speeding
Introduction/Presentation:
Video- short version: http://www.youtube.com/watch?v=sVx0NpYbtus
Video-long version: 10 rules for dealing with police officers:- (very long, but a good
pace for ELL’s, perhaps use clips) Link: http://www.youtube.com/watch?v=s4nQ_mFJV4I
Citizenship question addressed- What is the Rule of Law? (Everyone must follow the law)
Advice from police:



You must have proof of insurance if in an accident
Announce – difficult to speak language
Respect personal space of police officer
 You must always carry some kind of identification (passport, bill with name on itrental contract) or you will be taken to the police station because they cannot identify
who you are.
Possible Additional Extension Activities:
1. Other police Interaction: TM 3-6
a. Talk about other interactions with police- what if the police come to your
house and want to look inside (must have a warrant), interaction on a street,
domestic dispute, etc.
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b. Ask students what are the most important things to remember when
interacting with police?
c. Slow movements (so they don’t see you as a threat), Stay Calm, keep hands
visible, be respectful, etc.
d. What are some situations that you might want to contact the police? (if you
are a victim of a crime, if you see something suspicious)
2. Card with what to do if you are stopped by police:
https://www.aclu.org/files/assets/bustcard_eng_20100630.pdf
3. Think- Pair-Share: How are traffic stops similar or different in your native country?
How to adapt the lesson to higher levels:
Warm-Up/Review:
The mind map will be more complex. Students could complete mind maps in small groups.
Introduction/Presentation:
Students could prepare written questions and email them to the police officer ahead of time.
Guided Practice:
You could create a higher level dialog, or collaboratively create a dialog together as a class.
Communicative Practice:
You could modify the information gap activity to include more complex language.
Application and Evaluation:
Create a rubric for the role play activity. Students can evaluate each other using this rubric.
Extension:
 Students could write about each picture after categorizing them.
 Use this online essay writing tool to help advanced students write a compare and contrast
essay about interacting with police in their native country, and interacting with police in the
U.S. http://www.readwritethink.org/files/resources/interactives/compcontrast/map/
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Lauren Evans Lang
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Teacher Materials 1
Image from Wikimedia Commons:
By Highway Patrol Images (Sutherland 213 Commodore SS traffic stop) [CC-BY-2.0
(http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons
http://upload.wikimedia.org/wikipedia/commons/3/3c/Sutherland_213_Commodore_SS_traffic_stop_-_Flickr__Highway_Patrol_Images.jpg 29 Nov. 2013.
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Teacher Materials 2
1
2
3
4
5
6
7
8
If
9
10
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Teacher Materials 3a
Do this?
1.
Give your license and registration to the police officer
-
2.
Bribe a police officer
3.
Keep your hands on the steering wheel
4.
Act very nervous
5.
Get out of the car
6.
Pull over on the right side of the road
7.
Act mad
8.
Pull over on the left side of the road
9.
Turn on the light inside your car
10.
Go fast when you hear a siren or see police lights.
-
-
-
-
-
-
-
-
-
-
-
Do this?
1. Give your license and registration to the police officer
2. Bribe a police officer
3. Keep your hands on the steering wheel
4. Act very nervous
5. Get out of the car
6. Pull over on the right side of the road
7. Act mad
8. Pull over on the left side of the road
9. Turn on the light inside your car
10. Go fast when you hear a siren or see police lights.
-
-
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Teacher Materials 3b
ANSWER KEY
Do this?
1. Give your license and registration to the police officer YES
2. Bribe a police officer NO
3. Keep your hands on the steering wheel YES (So the police officer
knows you are not holding a weapon)
4. Act very nervous NO (Most people are a little nervous when pulled
over, but if you act VERY nervous, the police officer will think maybe you
broke another law. )
5. Get out of the car NO (Unless the police officer asks you to get out)
6. Pull over on the right side of the road YES (not on the left side)
7. Act mad NO
8. Pull over on the left side of the road NO
9. Turn on the light inside your car YES (When it is dark, so the
police officer can see inside the car)
10.
Go fast when you hear a siren or see police lights. NO
(The police might think you are trying to run away)
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Teacher Materials 4
Image from Wikimedia Commons:
http://upload.wikimedia.org/wikipedia/commons/0/0a/Car_window_burglary.jpg
Kafziel at en.wikipedia [CC-BY-SA-3.0 (http://creativecommons.org/licenses/bysa/3.0) from Wikimedia Commons. 29 Nov.2013.
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Teacher Materials 5
Image from: http://blog.chron.com/thepeacepastor/files/2013/10/police-helping.jpg
29 Nov. 2013
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Teacher Materials 6
Image from: http://darkroom.baltimoresun.com/wp-content/uploads/2012/10/AFP_Getty-154886491-760x506.jpg
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I
Teacher Materials 7
Image by Kyle Moore (Own work) [Public domain], via Wikimedia Commons
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Handout 1
Dialog: Level 1
License and
registration, please.
Here.
I speak a little English.
A
B
You were speeding.
A
I’m sorry.
B
Wait here.
A
Here is your ticket.
A
Ok
B
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Handout 2
Dialog: Level 2
License and
registration, please.
A
Here.
I speak a little English.
B
Do you know why
I stopped you?
A
No, I don’t.
You were going 50
in a 25 mile school
zone.
A
B
Oh, I’m sorry.
B
Wait here.
A
Please sign the citation.
Ok
A
B
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Handout 3
Dialog: Level 3
I need to see your
license and
registration, please.
A
Here they are.
I am learning English.
B
Do you know why
I stopped you?
No, I don’t.
A
B
You were going 50 in
a 25 mile school
zone.
Oh, I’m sorry.
A
B
I’m going to look
in your car, ok?
Are you allowed to
search my car without
my consent?
A
B
Wait here.
Please sign the citation.
Here is your copy.
A
Ok
B
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Handout 4
Level 1 Information Gap: Traffic Stop
Example:
5. Where are you going?
5.
a. Home
b. I am sorry.
Part 1
A: Police Officer
1. License and registration, please.
B. Driver
1.
a. Here it is.
b. I am going to work.
2. You were speeding.
2.
a. Because I don’t speak English.
b. I’m sorry.
3. Here is your ticket.
3.
a. Ok.
b. Here it is.
4. Your headlight is out.
4.
a. I’m sorry, I will fix it.
b. I was going 45.
Part 2
A: Driver
1.
B. Police Officer
1. I need to see your license and registration.
a. I am going to work
b. Here
2.
2. You were speeding.
a. Here is some money.
b. What is the speed limit?
3.
3. The speed limit is 45.
a. Oh, I’m sorry.
b. My light is broken.
4.
4. Here is your ticket.
a. No.
b. OK
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Handout 5
Level 2 Information Gap: Traffic Stop
Example:
5. I’m going to look in your trunk, okay?
5.
a. Here is $20.
b. Are you allowed to search my car
without my consent?
Part 1
A: Police Officer
1. Do you know why I stopped you?
B. Driver
1.
a. Ok. Let me find it.
b. No, I don’t.
2. I need your license and registration
2.
a. Here it is.
b. Am I free to go?
3. Please sign the citation.
3.
a. I’m sorry. I will fix it.
b. Where do I sign?
4. I’m going to look in your car, okay?
4.
a. Are you allowed to search my car
without my consent?
b. I am sick.
Part 2
A: Driver
1.
B. Police Officer
1. Where are you going?
a. I am going to work
b. This is my car.
2.
2. Do you know why I stopped you?
a. Here is some money.
b. No.
3.
3. I need to see your license and registration.
a. WHY?
b. Ok. Let me find it.
4.
4. Do you have any drugs or guns in your car?
a. I don’t have a driver’s license.
b. No.
5.
a. Are you allowed to search my car
without my consent?
b. I went through a red light.
5. If you have nothing to hide, open your trunk.