Lesson 4: Cluster 2 - Curfews Vocabulary

What Rights and Responsibilities should teens have?

Who is accountable for your grades?
Who are people that have authority in a school?
Have you ever felt you have been treated unfairly?
What rules does the school impose on students?
What happens if you neglect taking care of your garden?
What are some things the school prohibits you from doing?
What restrictions does the school put on students?
What happens if you violate a law?

Accountable
Authority
Discrimination
Impose
Neglect
Prohibit
Restriction
Violate

9.12.8 determine the meaning of words and phrases in oral presentations and literary and informational text.

Reading for comprehension
Writing for comprehension
Understanding and applying vocabulary

To explicitly teach academic tier-2 vocabulary and demystify metaphorical language that hinders comprehension.

DOK Level: DOK 1 (Acquisition) & DOK 2 (Contextual Application)

Government Authority vs. Family Autonomy: Different cultures have varying views on the role of government versus the role of parents. Students can compare how their home cultures view parental authority over teen freedom versus the U.S. legal system's intervention (e.g., the government dictating when a child must be home).
Public Safety and Community Policing: Students from countries with high rates of curfew enforcement, martial law, or different policing styles can connect their personal experiences with law enforcement to the text's discussion on discrimination and police resources.
Teen Culture and Freedom: The text mentions activities like going to a "jazz club," "the theater," or "an early morning run." Students can connect this to what "coming of age" and normal teenage socialization look like in their own cultures and countries.

Geographical Misconception (The District of Columbia): Students may confuse "The District of Columbia" or "Washington, D.C." with the state of Washington, leading to confusion about where this law was passed.
Literal Interpretation of Idioms/Metaphors: Phrases like "wreak havoc," "house arrest," "empty political gestures," and "injects the government" may be interpreted literally rather than figuratively.
Graph/Data Interpretation Chronology: In the juvenile violent crime graph, the timeline runs from 6 a.m. to 6 a.m. (centered around noon and midnight). ESOL students might misread the peak at "noon to 6 p.m." as nighttime if they are unfamiliar with Western 12-hour graph layouts.
Legal/Vocabulary Overlap: The word "prosecuted" is defined in the text, but students might confuse it with "persecuted," especially when reading the section about discrimination in minority communities.
Chronological Misunderstanding: The text mentions data from 1995, 1996, and 2006. Students might assume these curfew laws and crime statistics reflect the exact rules and data of today.

Sentence starters
Visual aids
Small group instruction

Classwork

Participation

Exit ticket

Slides

Extension 

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