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Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

CRJU 505

FUNDAMENTAL PRINCIPLES OF LAW IN CRIMINAL JUSTICE

PRINCIPIOS FUNDAMENTALES DEL DERECHO EN JUSTICIA CRIMINAL

© Sistema Universitario Ana G. Méndez, Inc. 2013

Derechos Reservados

© Ana G. Méndez University System, Inc. 2013

All rights reserved

Non-Education Courses

March 5, 2013.

CRJU 505 Fundamental Principles of Law in Criminal Justice 2

March 2013

Please include all applicable information below:

Prepared based on the course syllabus (2008) of the School of Professional Studies, with

the collaboration of:

Prof. Lucette Cardona, M.A., J.D.

Ivette Bossolo-Pérez, Content Evaluator

Fidel Tavara, English Language Specialist

Bárbaro Forteza Cáceres, Ms. Spanish Language

Diane Durén-Scollo, Curriculum and Instructional Designer


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TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO..................................................................................................................... 4

STUDY GUIDE ........................................................................................................................... 19

TALLER UNO ............................................................................................................................ 33

WORKSHOP TWO .................................................................................................................... 39

TALLER TRES ........................................................................................................................... 46

WORKSHOP FOUR .................................................................................................................. 54

TALLER CINCO/WORKSHOP FIVE .................................................................................... 62

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION .......................................................................................................................... 70

APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ...................... 75

ANEJO C/APPENDIX C ORAL PRESENTATION RUBRIC.............................................. 83

APÉNDICE D / APPENDIX D GUIDELINES TO PREPARE THE PORTFOLIO ........... 87

APPENDIX E SELF-REFLECTION ....................................................................................... 89

APÉNDICE F / APPENDIX F ANALITICAL ESSAY RUBRIC .......................................... 91

APÉNDICE G / APPENDIX G ATTENDANCE AND PARTICIPATION

EVALUATION ........................................................................................................................... 95

APÉNDICE H / APPENDIX H FINAL PROJECT ............................................................... 97


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GUÍA DE ESTUDIO

Título del Curso: Principios Fundamentales del Derecho en Justicia Criminal

Codificación: CRJU 505

Créditos: 3 créditos

Duración: 5 semanas

Prerrequisito: Ninguno

Descripción:

El curso trata sobre el derecho procesal y constitucional con énfasis en los derechos

civiles, derecho penal, procedimiento criminal y las leyes de evidencia en los Estados

Unidos. Permite un estudio de las fuentes del derecho positivo, la Constitución y las

decisiones jurisprudenciales.

Objetivos de Contenido Generales:

Al finalizar el curso, el estudiante será capaz de:

1. Identificará la naturaleza suprema del derecho constitucional, el rango

constitucional de los derechos civiles y los derechos del acusado.

2. Identificará los diferentes tipos de delitos y crímenes, los principios de exclusión

de responsabilidad criminal (defensas) y los derechos del acusado.

3. Identificará y aplicará las etapas del procedimiento criminal, los derechos y

protecciones del acusado y las reglas que gobiernan el proceso criminal.

4. Identificará la naturaleza, relevancia y la admisibilidad de la evidencia ya sea,

prueba documental o prueba testifical en el procedimiento criminal.

5. Analizará las decisiones del Tribunal Supremo de los Estados Unidos

interpretando la constitución, las leyes penales y el procedimiento criminal.


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6. Evaluará y aplicará los principios jurídicos que intervienen en la justicia criminal

en los Estados Unidos.

Objetivos de Lenguaje Generales:

Al finalizar el curso, el estudiante: será capaz de:

1. Escuchar: Escuchará diversas ideas, puntos de vistas, opiniones y experiencias

en el área y campo profesional para aceptarlas o refutarlas durante su

participación activa de asignaciones individuales o de grupo.

2. Hablar: Mostrará dominio del material correspondiente al curso mediante sus

participaciones y presentaciones orales, utilizando los términos y el vocabulario

del campo de la justicia criminal, con pronunciación clara y fluidez, tanto en el

idioma inglés como el español.

3. Leer: Leerá artículos y libros de texto recomendados para la familiarización,

profundización e investigación de los temas relacionados con la justicia criminal,

de manera que se promueva una comprensión del campo profesional y se

perfeccione el dominio de los idiomas inglés y español.

4. Escribir: Escribirá ensayos, informes y resúmenes de selecciones de lecturas, en

inglés y español, con observancia a las normas de redacción y estilo requeridas

en la formación académica y profesional, destacando el correcto uso de las

normas gramaticales, sintácticas, ortográficas y de presentación según el estilo

APA.


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Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con 10 horas de uso en el laboratorio de

lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de

lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador

podría requerir más horas de práctica basada en las necesidades para las destrezas

auditivas, orales, de lectura y escritura en cualquiera de los lenguajes

mencionados. El total de horas de práctica en el laboratorio de lenguaje o e-

lab deben de estar integradas en la sección de actividades del módulo.

Criterios de Evaluación:

Asistencia y participación en clase 15%

Asignaciones 15%

Prueba 10%

Portafolio Digital y E-Lab 10%

Simulación de Juicio (Mock Trial) 25%

Presentaciones orales, actividades en clase e instrumentos de avalúo 10%

Trabajo Escrito – Análisis Comparativo 15%

TOTAL 100%


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Nota: La puntuación final obtenida será la suma de la puntuación obtenida en todas las

actividades desarrolladas. La sumatoria final será de 100 puntos con curva estándar. Las

rúbricas a utilizarse para la evaluación del estudiante se incluyen al final del módulo. El

estudiante será evaluado en términos del dominio del conocimiento adquirido a través del

curso y de su dominio del idioma, tanto del inglés como del español.

Escala:

100 – 90 A

89 – 80 B

79 – 70 C

69 – 60 D

59 - F

Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de

lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas

del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los

estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en

los dos idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits

Rubrics” que aparecen en el Apéndice B.

1. Asistencia y Participación en clase: La asistencia es obligatoria, y la puntualidad

refleja ética profesional. El facilitador registrará el desempeño del estudiante para

ambas áreas (asistencia y participación) en todos los talleres. Los estudiantes

deberán asistir a clase preparados para discutir temas de los seminarios (lecturas,

preguntas asignadas, etc.) y para participar de forma activa en clase. La

evaluación final de asistencia y participación, tendrá en cuenta el grado y nivel de


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participación, como y cuanto se preparó el estudiante para la clase y cuanto

contribuyó dicha participación a la discusión. La participación durante el curso

debe ser en el idioma de cada taller.

2. Asignaciones: Las asignaciones a realizarse antes de cada taller son un

componente fundamental de la participación en clase. Los estudiantes deberán

completar estas asignaciones en el idioma del taller para entregarse al finalizar el

mismo. El facilitador devolverá las asignaciones en el próximo taller con las

correcciones y sugerencias necesarias. Los estudiantes deben revisar, corregir y

mejorar estas tareas, con base en los comentarios del facilitador.

3. Portfolio Digital: “Portfolio Performance Assessment” tiene que ser uno de los

instrumentos para evaluar el progreso lingüístico y académico de los estudiantes.

Debido a la naturaleza del modelo bilingüe instruccional, el facilitador tiene que

documentar que el estudiante esté progresando hacia la meta de dominar dos

idiomas académicamente. El portfolio tiene que cumplir con los estándares

establecidos. El facilitador del curso le proveerá el estudiante el MANUAL DE

PORTAFOLIOS

4. E-Lab (Tell Me More, Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-

mail.): Los estudiantes deben demostrar que ellos han cumplido con 10 horas de

uso en el laboratorio de lenguaje (inglés y español) por curso. Esto iguala al uso

del laboratorio de lenguaje por dos horas semanales para cada lenguaje por curso.

El facilitador podría requerir más horas de práctica basado en las necesidades para

las destrezas auditivas, orales, de lectura y escritura en cualquiera de los lenguajes


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mencionados. El total de horas de práctica el laboratorio de lenguaje o e-lab

deben de estar integradas en la sección de actividades del módulo.

5. Diario Reflexivo: El diario reflexivo consistirá en un texto narrativo, a modo de

ensayo, en el idioma que corresponda al taller, de una página en la última versión

del estilo APA y se realizará semanalmente. En este diario, el estudiante deberá

escribir todo aquello que documente el crecimiento de su conocimiento en clase.

Se debe llevar a cabo un diario reflexivo por clase y estos deben ser añadidos al

portafolio digital (refiérase al manual del portafolio digital). Estos formarán parte

del portafolio digital.

6. Simulación de Juicio (Mock Trial): Durante el quinto y último taller, los

estudiantes completarán una simulación de un juicio (Mock Trial) que representa

y detalla los conceptos y temas estudiados en clase. La clase se dividirá en dos

(2) sub-grupos – fiscalía y defensa – en función del número de estudiantes, el

facilitador puede organizar más de una simulación, en cuyo caso cuatro (4) o más

sub-grupos son necesarios. El objetivo de la actividad es ofrecer un escenario de

práctica para los estudiantes sobre un proceso penal. Los estudiantes deben

completar una presentación oral de acuerdo al grupo y tema asignado, junto con

un escrito que detalle todo el trabajo. El facilitador hará el papel de juez, o

coordinara la participación de invitados al salón de clases quienes actuarán como

jueces y/o jurado. Hacer referencia a la información adicional del facilitador

durante el primer taller.

7. Presentaciones Orales, actividades en clase e instrumentos de avalúo: Durante

los cinco talleres los estudiantes deberán completar una serie de presentaciones


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orales y diversas actividades en clase – de forma individual y/o colaborativa (en

grupos). Se requiere que los estudiantes estén listos, hayan completado sus tareas

y estén familiarizados con los objetivos específicos de cada taller, de manera que

puedan completar este criterio de forma satisfactoria. Las técnicas y actividades

de avalúo, que buscan medir la lección de cada taller al finalizar el mismo y

después de la discusión en clase, deberán ser completadas en clase y de acuerdo a

las instrucciones del facilitador.

8. Trabajo Escrito – Análisis Comparativo: Los estudiantes deberán completarán,

por escrito, un análisis comparativo del Sistema de Procedimiento Penal en los

EE.UU – los derechos del acusado, sus defensas, etc. – en contraposición con una

jurisdicción internacional (por ejemplo: América Latina, América del Sur, Oriente

Medio, Asia y/o Europa). El objetivo es comparar y contrastar los dos sistemas

en un esfuerzo por mejorar nuestro entendimiento e identificar áreas de

mejoramiento. El trabajo debe ser completado en inglés y entregarse durante el

quinto y último taller. El trabajo escrito deberá tener no menos de diez (10)

paginas según el formato APA 6ta edición. Dependiendo del número de

estudiantes e instrucciones del facilitador, quedará a discreción que se requiera

una breve presentación y un resumen, durante la discusión en clase.

9. Prueba: Se aplicará una prueba en el taller cuatro. La misma debe ser redactada

mitad en el idioma inglés y mitad en idioma español (50% y 50%). El formato de

la prueba puede ser objetivo, de tema a desarrollar o preguntas cortas a discreción

del facilitador. A través de las respuestas, cada estudiante debe evidenciar que

domina la materia o el tema al que se hace referencia.


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Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al

menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

Libro(s)

Barkan, S.E. (2012). Criminology: A Societal Understanding. (5th

ed.) Upper Saddle

River, NJ: Prentice Hall.

Bergman, P & Berman, S. (2011). The Criminal Handbook: Know your Rights, Survive

the System. (12th

ed.) NOLO, CA

Jirard, S.A. (2009). Criminal Law, Criminal Procedure and the Constitution. Upper

Saddle River, NJ: Prentice Hall.

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

http://bibliotecavirtualut.suagm.edu/


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dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de idiomas deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.


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4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá la nota existente en un grado.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota

existente en dos grados.

5. La asistencia y participación en actividades de la clase y en presentaciones orales

es extremadamente importante pues éstas no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM

de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su

universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual


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del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso

de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes

deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y parientes no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.


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Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

Algunas de éstos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


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CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requiriera o deseara llevar a cabo una investigación

o la administración de cuestionarios o entrevistas, éstos deberán referirse a las

normas y procedimientos de la Oficina de Cumplimiento y solicitar su autorización.

Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar este

enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


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Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros generasus propias “reglas “y “modelos mentales” que utilizamos

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.


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PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto

del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios

en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.


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STUDY GUIDE

Course Title: Fundamental Principles of Law in Criminal Justice

Code: CRJU 505

Credits: 3 credits

Time Length: 5 weeks

Pre-requisite: None

Description:

The course deals with issues in the area of procedural and constitutional law with an

emphasis on civil rights, criminal law, criminal procedure, and evidence rules and

regulations in the United States. It promotes the study of the sources of positive law, the

Constitution, and the United States Supreme Court judicial decisions and precedents.

General Content Objectives:

At the end of the course, the student will be bale to:

1. Identify the paramount nature of constitutional law, the constitutional status of

civil rights, and the rights of the accused/defendant.

2. Identify crimes in kind, the basic exceptions of criminal responsibility, and the

rights of the accused/defendant.

3. Identify and apply the stages of criminal proceedings, the accused/defendant’s

rights, and the rules and regulations that govern the criminal process.

4. Identify the nature, relevance, and admissibility of documentary and testimonial

evidence in criminal proceedings.


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5. Analyze the United States Supreme Court decisions interpreting the Constitution,

criminal law, and criminal procedure.

6. Evaluate and apply legal principles involved in criminal justice in the United

States.

General Language Objectives:

At the end of the course, the student will be able to:

1. Listening: Be attentive to different ideas, points of view, opinions, and

experiences in the professional field in order to accept or refuse them during

his/her participation in individual or group assignments.

2. Speaking: Demonstrate mastery of the course material through his/her

participation and oral presentations, using the technical jargon in the field of

Criminal Justice, with clear pronunciation and fluency, in both English and

Spanish.

3. Reading: Read recommended articles and textbooks for his/her understanding

and research of the topics related to Criminal Justice and enhancement of both

English and Spanish.

4. Writing: Compose professional/academic assignments, essays, reports and

summaries that include appropriate elements and arguments supporting a sound

conclusion in both languages – English and Spanish. He/She will use grammar,

syntax, and APA style correctly.


March 2013

Evaluation Criteria:

Attendance and class participation 15%

Assignments 15%

Test 10%

Digital performance Portfolio and E-lab 10%

Mock trial activity 25%

Oral presentations and class activities 10%

Written comparative analysis 15%

TOTAL 100%

Note: The final grade will be the sum of all individual activities. The final grade will be

based on a standard 100 points curve. The rubrics to be used for these evaluations are

included at the end of the module. The student will be evaluated in terms of their

dominion of the content of the course and, also the dominion of the languages both

English and Spanish.

Scale:

100-90 A

89-80 B

79-70 C

69-60 D

59- F


March 2013

Description of the Evaluation Process and Evaluation Criteria: The language rubrics

for listening, speaking, reading, and writing provided in Appendix A are integrated to

assess student performance in all courses. The Writing Process: Six Writing Traits

Rubrics provided in Appendix B must be used to evaluate all writing activities in both

languages in all courses.

1. Attendance and Class Participation: Attendance is mandatory, and being

punctual reflects a professional ethic. The facilitator will register the student’s

performance for both areas (attendance and participation) in every workshop.

Students are expected to attend class prepared to discuss workshop topics

(readings, assigned questions, etc.) and, to actively participate in class. The final

attendance and class participation evaluation will take into consideration the

degree of participation, how prepared was the student for class and how much

his/her participation contributed to the discussion. Class participation throughout

the course should be in the language of the workshop.

2. Assignments: Assignments before every workshop are a fundamental component

of class participation. The students will complete these assignments in the

language of the workshop, and turn them in at the end of it. The Facilitator will

return the assignments on the next workshop with the suggested corrections. The

students should revise, correct and improve these assignments, based upon the

Facilitator’s comments.

3. Test: A test will be administered in workshop four (4). The test will be written in

both languages, Spanish and English (50% and 50%). The format of the test may


March 2013

be objective, short questions, or essay questions at the discretion of the facilitator.

Students should demonstrate mastery of the content and language skills.

Grading Scale:

The following grading scale will be applied to the test:

100 – 90 A

89 – 80 B

79 – 70 C

69 – 60 D

59 - F

4. Reflective Journal: The reflective journal must be written in English in a

narrative essay form, one page long, in APA style on a weekly basis. The

reflective journal is a continuous narrative where the student will depict his/her

growth knowledge in class. Journals will be part of the digital performance

portfolio assessment grade and must be included in the portfolio. (Refer to the

Digital Performance Portfolio Assessment Handbook).

5. Digital Performance Portfolio Assessment: The digital portfolio performance

assessment must be one of the evaluation instruments used in the module and

throughout the content of all workshops and appendices. This instrument must

follow established guidelines. Due to the nature of our dual language

instructional model, documentation must be provided on the growth of students

towards mastery of linguistic and academic skills in both languages (English and

Spanish.) The course facilitator will provide the student the digital performance

portfolio assessment handbook.


March 2013

6. E-Lab (Tell Me More, Net Tutor, Wimba Voice, Virtual Library, & Voice E-

mail.): Students must demonstrate that they have complied with 10 hours of

language lab or e-lab usage for each language (English and Spanish) per course.

This equates to the use of the language lab or e-lab for two hours weekly for

each language per course. The facilitator may require a higher number of hours

for language lab practice based on the language needs for listening, speaking,

reading, and writing skills in either or both languages. The total amount of

language lab or e-lab hours is integrated in the activities for each workshop

in the module.

7. Mock Trial: During the last workshop, students will complete a mock trial

depicting all concepts and topics discussed in class. The group shall be equally

divided into two (2) sub-groups – prosecution and defense team – depending on

the number of students, the facilitator might have more than one (1) mock trial, in

which case four (4) or more sub-groups would be required. The objective of the

activity is to provide a hands-on scenario for students to develop a mini criminal

trial. Students must complete an oral presentation according to the group and

topic assigned along with a written paper detailing their work. The facilitator

will play the role of the judge him/herself or coordinate the participation of class

guest to function as judge and/or jury. Please make reference to additional

information from the facilitator during the first workshop.

8. Oral Presentations, Activities and Assessments: Students have to complete

several oral presentations and various activities in the classroom – individually

and/or collaboratively (in groups) across all workshops. It requires students to be


March 2013

ready, have completed their assignments, and be familiar with the specific

objectives of each workshop so that they can complete this criterion

satisfactorily. Students must complete the assessment activities according to the

instructions of the facilitator.

9. Written Comparative Analysis: Students will complete a written comparative

analysis of the US Criminal Procedure System – defendant’s rights and defenses

– versus an international jurisdiction (i.e. Latin America, South America, Middle

East, Asia, and/or Europe). The objective is to compare and contrast the two

systems in an effort to better understand ours and identify areas of improvement.

The work is to be completed in both languages English and Spanish, turned in

during the fifth and last workshop and shall contain no less than ten (10) pages

using the latest edition of the APA publishing style. Depending on the size of the

class and further facilitator’s instructions, students might be required to present a

short abstract of their work during class.

Book(s)

Barkan, S.E. (2012). Criminology: A Societal Understanding. (5th

ed.) Upper Saddle

River, NJ: Prentice Hall.

Bergman, P & Berman, S. (2011). The Criminal Handbook: Know your Rights, Survive

the System. (12th

ed.) NOLO, CA

Jirard, S.A. (2009). Criminal Law, Criminal Procedure and the Constitution. Upper

Saddle River, NJ: Prentice Hall.


March 2013

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-

Based Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason


March 2013

for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.


March 2013

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM

, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the

student’s responsibility to read the university’s plagiarism policy. If you are a UT

student, read Section 11.1 of the Student Manual, and if you belong to UMET or

UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.


March 2013

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


March 2013

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask

for authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


March 2013

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is


March 2013

to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.


March 2013

TALLER UNO

Objetivos específicos de contenido:

Al finalizar el taller, el estudiante será capaz de:

1. Comprender el desarrollo histórico del sistema de justicia criminal en los Estados

Unidos.

2. Entender las diferencia entre la ley sustantiva y la ley procesal.

3. Identificar y conocer principios fundamentales tales como el federalismo, debido

proceso de ley, propósito y objetivos del sistema de justicia criminal, entre otros.

4. Enumerar los principales tipos de crímenes, en contra de la propiedad, persona,

público y sexuales.

5. Comprender los elementos jurídicos de un crimen, mens rea, actus rea, causalidad

y daños, entre otros.

Objetivos específicos de lenguaje:


1. Escuchar: Valorar la importancia del sistema de justicia criminal y su relevancia

en nuestro orden social, después de escuchar las intervenciones del profesor y

compañeros de clase.

2. Hablar: Discutir conceptos y principios fundamentales del sistema de justicia

criminal.

3. Leer: Analizar el trasfondo histórico del sistema de justicia criminal de los

Estados Unidos que se aprecia en las selecciones de lectura orientadas.

4. Escribir: Elaborar una tabla de los principales delitos, su categoría y elementos

además, de redactar un ensayo libre de errores ortográficos bajo el formato APA

donde se describa el desarrollo histórico del sistema de justicia criminal de los

Estados Unidos.

Enlaces electrónicos:

Biblioteca Virtual


http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html




March 2013

http://www.suagm.edu/suagm/umet/biblioteca.aspx

Estatutos de la Florida

http://law.onecle.com/florida/crimes/775.081.html

Estatutos Federales

http://www2.fbi.gov/ucr/handbook/ucrhandbook04.pdf

Recursos legales en línea – Áreas Generales

http://www.findlaw.com

http://www.law.com

http://www.nolo.com/index.cfm

http://www.nolo.com/legal-encyclopedia/criminal-law

Asignaciones antes del taller:

1. Leer cuidadosamente el módulo, en su totalidad y venir preparado al taller para

hacer preguntas y/o aclarar dudas, de ser necesario.

2. Estar preparado para la discusión y cumplimiento de los objetivos específicos de

taller, objetivos del lenguaje, asignaciones y temas asignados.

3. Visitando las direcciones electrónicas indicadas para el taller, o a través de E-Lab

Libros Electrónicos, o cualquier otro recurso pertinente, definir por escrito y para

entregar el vocabulario clave de la lección.

4. Preparar por escrito y para entregar un ensayo analítico sobre el inicio y

desarrollo histórico del Sistema de Justicia Criminal y Procedimiento Penal en los

Estados Unidos. Presentarlo de acuerdo al estilo de redacción APA 6ta edición.

El ensayo debe incluir un mínimo de dos (2) páginas y no más de cuatro (4)

páginas.

5. Preparar una tabla comparativa y descriptiva donde se clasifique los diferentes

crímenes violentos y no violentos con las principales categorías de crímenes entre

los cuales se encuentran: los delitos u ofensas en contra de la persona, propiedad,

erario público (delitos en contra del gobierno), delitos de cuello blanco, el crimen

organizado y delitos sexuales.

6. Para la aplicación de los elementos de un crimen, trabajando con la tabla

comparativa y descriptiva antes señalada, tomar al menos dos (2) ejemplos de

cada categoría y enumerar los elementos jurídicos necesarios de cada crimen.


http://law.onecle.com/florida/crimes/775.081.html

http://www2.fbi.gov/ucr/handbook/ucrhandbook04.pdf

http://www.findlaw.com/

http://www.law.com/




March 2013

7. Laboratorio de Idiomas/Laboratorio Electrónico: Realice el examen de

ubicación de idiomas del programa TELL ME MORE y los ejercicios interactivos

en el Laboratorio de idiomas de acuerdo al nivel de inglés y de español que Ud.

haya recibido. Entregue el formulario del Laboratorio de Idiomas firmado

asegurando que Ud. ha hecho los ejercicios asignados a su nivel por semana.

Vocabulario clave de la lección:

1. Derecho procesal

2. Derecho sustantivo

3. Actus Reus (término en latín)

4. Causalidad

5. Causa Probable

6. Conducta criminal

7. Constitución

8. Crimen

9. Daños

10. Debido Proceso de Ley

11. Derecho

12. Federalismo

13. Igualdad de Protección ante la Ley

14. Justicia Criminal

15. Mens Rea (término en latín)

16. Actus Rea (término en latín)

Lista de materiales suplementarios para el taller:

1. Vocabulario de la lección

2. Material Investigado

3. Caballete de hojas sueltas

4. Hojas sueltas para la preparación de tabla lineal (“flowchart”)


March 2013

Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea

indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a

mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B. Andamiaje (Scaffolding)

_X_ Adaptación del contenido _X_ Modelaje

_X_ Enlaces con el conocimiento previo _X_ Práctica dirigida

_X_ Enlaces con el aprendizaje previo _X_ Práctica independiente

_X_ Estrategias incorporadas _X_ Instrucción comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a

los estudiantes.

_X_ Cognitiva 1)_______________________ 2)_______________________

_X_ Metacognitiva 1)_______________________ 2)_______________________

_X_ Socioafectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamiento D. Integración del proceso

_X_ Grupo completo _X_ Escuchar

_X_ Grupos pequeños _X_ Hablar

_X_ Trabajo en parejas _X_ Leer

_X_ Trabajo independiente _X_ Escribir

E. Aplicación (Actividades)

_X_ Dinámicas

_X_ Significativas y relevantes

_X _Rigurosas

_X_ Vinculadas a los objetivos

_X_ Promueven la participación


March 2013

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

1. Actividad de “rompe-hielo”, donde el facilitador(a) y los estudiantes logren

conocerse entre sí.

2. Discutir en detalle el módulo, la descripción general del curso y las técnicas de

evaluación. Con mayor énfasis en los requisitos de E-Lab y el Digital

Performance Portfolio a la vez que contesta toda pregunta y/o duda de la clase.

3. De manera aleatoria el facilitador(a) seleccionará a uno o más estudiantes para

compartir en clase las expectativas del curso, el material docente y el módulo; de

manera que se cree una introducción de los temas generales.

4. El facilitador invitará a los estudiantes a completar las dos primeras columnas del

organizador gráfico K-W-L sobre su conocimiento existente y lo que desean saber

sobre el tema de aprendizaje de este taller.

5. El facilitador junto a los estudiantes discutirán las palabras claves de la lección

para analizar su contexto dentro del curso y en el taller en específico.

6. El facilitador desarrollará una corta presentación del desarrollo histórico del

Sistema de Justicia Criminal y Procedimiento Penal en los Estados Unidos,

además de destacar la diferencia entre el derecho sustantivo y el procesal.

7. Los Estudiantes junto al facilitador prepararán una tabla lineal donde se describan

gráficamente el desarrollo del Sistema de Justicia Criminal en los Estados Unidos.

8. La clase se dividirá en cuatro (4) grupos para discutir y comparar, en una sesión

de mesa redonda, las diferentes categorías o clasificaciones de crímenes: Crimen

en contra de la persona, propiedad, sociedad y/o público y crímenes sexuales. Se

identificará cada una de las categorías con los crímenes incluidos bajo dicha

clasificación. Luego, de forma sucesiva hasta cubrir todas las categorías, se

discutirán los elementos de cada uno de los crímenes bajo dicha clasificación.

9. Individualmente, cada estudiante presentará a la clase su tabla comparativa, donde

incluirá los ejemplos requeridos en la tarea de cada categoría y los elementos

jurídicos necesarios que forman el delito.


March 2013

10. El facilitador repasará de forma general los conceptos discutidos y contestará

cualquier pregunta o duda con referencia al tema.

11. El facilitador discutirá las tareas para el próximo taller.

Evaluación:

1. Individual: Los estudiantes redactarán un diario reflexivo que será incluido en su

portafolio digital acerca del contenido del taller. Referirse al manual del portafolio

digital.

2. Grupal: Los estudiantes participarán activamente en la discusión del desarrollo del

sistema de justicia criminal, además de compartir sus hallazgos referentes a los tipos y

categorías de crímenes, según la clasificación dada por el sistema judicial de Estados

Unidos.

3. Escrita: Los estudiantes desarrollarán una tabla comparativa de los diferentes

tipos y categorías de crímenes.

4. Oral/Auditiva: Los estudiantes expondrán su perspectiva en referencia al

desarrollo histórico del sistema de justicia criminal en los Estados Unidos.

Cierre del taller

1. Individual: Los estudiantes participarán en una actividad denominada “Saquen el

boleto,” en la cual tendrán la oportunidad de resumir lo que han aprendido en este

taller, reflexionar sobre el significado de lo aprendido, relacionarlo con lo que

saben, considerar cómo aplicarlo y pensar qué esperan aprender en el taller

próximo.Para esta actividad utilizarán la tabla K-W-L y completarán la última

columna.

2. Grupal: Los estudiantes prepararán un programa noticioso informando lo que

aprendieron en este taller.


March 2013

WORKSHOP TWO

Specific Content Objectives:

At the end of the workshop, the student will be able to:

1. Identify the main stages of criminal procedure, investigation and arrest, pre-trial,

trial, and conviction.

2. Describe the rules and regulations controlling the criminal procedure at federal

and state level.

3. Integrate the criminal procedure rules with the stages of prosecution.

Specific Language Objectives:

At the end of the workshop, the student will be able to:

1. Listening: Validate the importance of criminal procedure law and understand the

objectives behind it of our judicial system through formal presentations.

2. Speaking: Discuss and identify the different stages of the prosecution of the

accused by means of cooperative grouping activities.

3. Reading: Summarize research-based information about the different prosecution

stages and the constitutional amendments that influence the process.

4. Writing: Compose papers virtually free of grammatical errors in a concise and

clear manner.


March 2013

Electronic Links (URLs):

Virtual Library




General Internet Legal Research


http://www.law.com



Judicial System and Criminal Procedure

http://www.ncsonline.org

http://www.floridabar.org/TFB/TFBResources.nsf/Attachments/BDFE1551AD291A3F8

5256B29004BF892/$FILE/Criminal.pdf?OpenElement

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Index&Title_Request=

XLVII#TitleXLVII

http://www.law.cornell.edu/rules/frcrmp





http://www.law.com/



http://www.ncsonline.org/

http://www.floridabar.org/TFB/TFBResources.nsf/Attachments/BDFE1551AD291A3F85256B29004BF892/$FILE/Criminal.pdf?OpenElement

http://www.floridabar.org/TFB/TFBResources.nsf/Attachments/BDFE1551AD291A3F85256B29004BF892/$FILE/Criminal.pdf?OpenElement

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Index&Title_Request=XLVII#TitleXLVII

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Index&Title_Request=XLVII#TitleXLVII

http://www.law.cornell.edu/rules/frcrmp


March 2013

Assignments before the Workshop:

1. Continue working on the E-lab/Language Lab requirement and Digital

Performance Portfolio.

2. Be prepared to discuss and implement the workshop’s specific objectives,

language objectives, goals, tasks, and subjects assigned.

3. After consulting the electronics links (URL’s) listed in the workshop, or through

E-Lab and E-books, or any other appropriate resources, define the key core

vocabulary in writing, listed below.

4. Compose a descriptive essay on the prosecution process, using the latest edition

of the APA publishing format. The essay must include the following:

a. Investigation and arrest process

b. Pretrial process and stages

c. Complete trial process and stages including the sentencing process

Research and write a descriptive essay comparing the criminal procedure and

corrections rules of the state of Florida, Title XLVII (Ch. 900-921) and the federal

rules of criminal procedure, Title 1,2,3,4,5,6 & 7. The essay must include a

minimum of two (2) pages and a maximum of four (4) pages.


March 2013

Key Core Vocabulary:

1. Arrest

2. Bail

3. Confession

4. Arraignment

5. Venue

6. Conviction

7. Criminal Procedure

8. Defendant

9. Defense Attorney – Public Defender

10. Incarceration

11. Indigent

12. Interrogation

13. Judge

14. Jury

15. Grand Jury

16. Plea Bargaining

17. Prosecutor – State Attorney

18. Subpoena

19. Warrant

List of Supplementary Materials for the Workshop:

1. Core Words Glossary

2. All Field Related Material

3. Easel Pad

4. Power Point presentation

5. Mobil Computer Lab.


March 2013

SIOP Components - Place a checkmark X on the ___ for ALL strategies that will be

used in the workshop.

A. Lesson Preparation

X Adaptation of Content

X Links to Background Knowledge

X Links to Past Learning

X Strategies Incorporated

B. Scaffolding

X Modeling

X Guided Practice

X Independent Practice

X Comprehensible Input

CALLA Strategies (Cognitive Academic Language Learning Approach) The

facilitator must specify the CALLA learning strategy/strategies that will be used in

the lesson and explain each one to the students.

X Cognitive

X Metacognitive

X Social/Affective

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Grouping Options

X Whole Class

X Small Groups

X Partners

X Independent Work

D. Integration of Language

Domains

X Listening

X Speaking

X Reading

X Writing

E. Learning Application

X Dynamic

X Meaningful/Relevant

X Rigorous

X Linked to Objectives

X Promote Engagement


March 2013

Integrated Activities:

1. The facilitator will lead a review activity of Workshop One.

2. The facilitator will guide a discussion of the core vocabulary words explaining the

relevance of the terms with the topics of the workshop.

3. The facilitator will guide a discussion about the stages of a criminal prosecution

from the first stage of investigation through the sentencing process.

4. Individually students, along with the facilitator, will prepare a flowchart that

illustrates the discussed criminal process from the investigation stage to the

conviction of the accused and sentencing process.

5. Using a PowerPoint presentation, the facilitator will explain the importance and

relevance of the rules of criminal procedure throughout the stages of the criminal

prosecution of the accused.

5. Divided in small groups, students will be assigned a selection of the criminal

procedure and corrections rules of the state of Florida, title XLVII (Ch. 900-921)

and the federal rules of criminal procedure, Title 1,2,3,4,5,6 & 7. Each group will

have to share their analysis of the rules and orally explain to the rest of the class

the importance of the rules assigned within the prosecution stages.

6. “Pairing Activity”: Utilizing the flowchart created at the beginning of the class,

students will individually match the stages from investigation to conviction and

sentencing with the rules of criminal procedure along with the facilitator. Each

rule of criminal procedure regulates a step in the prosecution process.

7. The facilitator will select students at random to share their pairing results as a

review of the exercise.

8. The facilitator will explain the homework for the next workshop.


March 2013

Assessment

1. Individual: Students will write their self-reflection on the content of the

workshop. They must refer to the Digital Performance Portfolio Assessment

Handbook for the template pertaining to this activity.

2. Group: Students will debate the importance of the criminal procedure rules.

3. Written: Students will create a flowchart that will illustrate the steps of criminal

trial from the investigation steps to conviction and sentencing of the accused.

4. Oral: Students will discuss the rules of criminal procedure and the application of

the rules to each of the stages of the criminal trial from investigation to conviction

and sentencing.

Lesson Wrap-Up

1. Individual: Students will create bubble maps to classify by relationship the core

vocabulary concepts discussed in class.

2. Group: In small groups the students will discuss a new concept or idea learned in

the workshop. Finally, students will share their reflection with the whole class.


March 2013

TALLER TRES



1. Enumerar los derechos – civiles y constitucionales – del acusado durante el

proceso de litigio criminal.

2. Identificar y comparar (analogías o contrastes) las defensas disponibles al acusado

en el proceso de litigio criminal.

3. Apreciar los posibles conflictos entre los derechos y defensas del acusado, y el

propósito del sistema y componente judicial y de tribunales.

4. Integrar los principios constitucionales, reglas del procedimiento criminal y los

derechos del acusado dentro del enmarco del sistema de justicia criminal en los

Estados Unidos y el Estado de la Florida.

Objetivos específicos de lenguaje


1. Escuchar: Entender los derechos civiles y constitucionales y las funciones que

garantizan los derechos del acusado dentro del proceso de litigio criminal,

después de escuchar las presentaciones del facilitador y las intervenciones de sus

compañeros durante la presentación y ejercitación del contenido.

2. Hablar: Describir oralmente, con o sin el apoyo de recursos audiovisuales, los

posibles conflictos entre los derechos del acusado y el propósito del sistema de

justicia criminal en los Estados Unidos.

3. Leer: Concertar los principios constitucionales con las reglas de procedimiento

criminal y los derechos del acusado que se aprecian en las selecciones de lecturas

orientadas para el taller.


March 2013

4. Escribir: Resumir la importancia de las Enmiendas IV, V, VI,VII y VIII de la

Constitución de los Estados Unidos.


Biblioteca Virtual




Constitución de los Estados Unidos

http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

Derecho de Evidencia

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=0000-

0099/0090/0090ContentsIndex.html&StatuteYear=2011&Title=-%3E2011-

%3EChapter%2090

http://federalevidence.com/rules-of-evidence



http://www.law.com




1. Estar preparado para la discusión y cumplimiento de los objetivos específicos del


2. Continuar trabajando por el cumplimiento de las veinte (20) horas de laboratorio.

3. Investigue y defina los conceptos presentados para la lección.

4. Repasar la Constitución y la Carta de Derechos Civiles de los Estados Unidos.

5. Organizar una tabla donde mencione y describa las diferentes defensas que

pueden ser levantadas por un acusado durante el juicio.




http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=0000-0099/0090/0090ContentsIndex.html&StatuteYear=2011&Title=-%3E2011-%3EChapter%2090



http://federalevidence.com/rules-of-evidence


http://www.law.com/




March 2013

6. Desarrollar un ensayo analítico acerca de las siguientes enmiendas de la

Constitución:

a. Enmienda IV

b. Enmienda V

c. Enmienda VI

d. Enmienda VII

e. Enmienda VIII

El ensayo debe incluir un análisis detallado acerca del desarrollo de estas

enmiendas, sus relaciones con la ley de procedimiento criminal y con el sistema

de justicia de los Estados Unidos. El ensayo debe incluir un mínimo de tres (3)

páginas y un máximo de cinco (5) páginas.

Vocabulario clave de la lección:

1. Quantum de la prueba

a. Toda duda

b. Preponderancia de la Prueba

2. Agravantes

3. Capacidad

4. Capacidad Disminuida

5. Cargas

a. Carga de Persuasión (Burden of Persuasion)

b. Carga de Producción (Burden of Production)

c. Carga de la Prueba (Burden of Proof)

6. Coacción

7. Coartada (Aliby)

8. Consentimiento

9. Defecto Mental

10. Defensa

d. Defensa Propia

e. Defensa de Otros


March 2013

f. Defensa de la Propiedad

11. Demencia

12. Entrampamiento (Entrapment)

13. Intoxicación

14. Justificación

15. Mitigantes

16. Necesidad

Lista de materiales suplementarios para el taller:

1. Organizador Gráfico de Defensas

2. Material de lectura suplementario

3. Caballete de Hojas Sueltas


March 2013

Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea

indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a

mejorar su dominio de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B. Andamiaje (Scaffolding)

_X_ Adaptación del contenido _X_ Modelaje

_X_ Enlaces con el conocimiento previo _X_ Práctica dirigida

_X_ Enlaces con el aprendizaje previo _X_ Práctica independiente

_X_ Estrategias incorporadas _X_ Instrucción comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a

los estudiantes.

_X_ Cognitiva 1)_______________________ 2)_______________________

_X_ Metacognitiva 1)_______________________ 2)_______________________

_X_ Socioafectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamiento D. Integración del proceso

_X_ Grupo completo _X_ Escuchar

_X_ Grupos pequeños _X_ Hablar

_X_ Trabajo en parejas _X_ Leer

_X_ Trabajo independiente _X_ Escribir

E. Aplicación (Actividades)

_X_ Dinámicas

_X_ Significativas y relevantes

_X _Rigurosas

_X_ Vinculadas a los objetivos

_X_ Promueven la participación


March 2013

Actividades Integradas:

1. El facilitador aclarará cualquier duda que se presente con el material del taller

anterior.

2. El facilitador repasará de forma breve la estructura y composición de la Constitución

de los Estados Unidos.

3. El facilitador dividirá los estudiantes en grupos o parejas, para un total de cinco (5)

grupos, a cada grupo se le asignará una de las enmiendas siguientes:

a. Enmienda IV

b. Enmienda V

c. Enmienda VI

d. Enmienda VII

e. Enmienda VIII

Cada grupo deberá compartir el análisis hecho para dicha enmienda y acordar los

puntos más importantes de la misma con relación al procedimiento criminal. Los

hallazgos serán compartidos con el resto de la clase.

4. Los estudiantes permanecerán en los mismos grupos o se reasignarán a otros, a

discreción del facilitador, para realizar la “Actividad de Trivia” El facilitador

repasará junto a los estudiantes las etapas del procesamiento judicial de los acusados.

Cada grupo tendrá una oportunidad para mencionar las Enmiendas discutidas en

clase que podrían aplicar como garantía constitucional a cada una de las etapas del

juicio. El grupo que más puntos alcance será el grupo ganador.

5. El facilitador discutirá los conceptos siguientes: presunción de inocencia, quantum

de la prueba, toda duda razonable, preponderancia de la prueba y defensas legales.

6. En mesa redonda los estudiantes junto al facilitador discutirán las diferentes defensas

que pueden ser levantadas dentro del proceso judicial y sus efectos.

7. En facilitador dividirá la clase en grupos y se le asignará a cada uno un caso judicial.

Cada grupo debe leer y analizar el caso para discutirlo con el resto de la clase. Los


March 2013

estudiantes deben relacionar, para discusión abierta, la problemática del caso con las

enmiendas discutidas en clase; cada grupo debe entregar su análisis al facilitador:

a. Mapp v. Ohio 367 U.S. 643 (1961)

b. Miranda v. Arizona 384 U.S.436

c. Berghuis v. Thompkins 547 F. 3d 572

d. Terry v. Ohio 392 U.S. 1 (1968)

e. Padilla v. Kentucky 130 S.Ct. 1473 (2010)

f. Graham v. Florida, 982 So.2d 43 (2010)

g. Evans v. Michigan, 132 S.Ct. 2753 (2012)

8. El facilitador discutirá y repasará junto a los estudiantes los tópicos a examinarse

en la prueba del próximo taller. Los tópicos deben limitarse a lo discutido en

clase.

9. El facilitador discutirá las tareas del próximo taller.

Evaluación

1. Individual: Los estudiantes redactarán su diario reflexivo acerca del contenido

del taller. Refiérase al manual del portafolio digital para una plantilla del diario.

2. Grupal: Los estudiantes analizarán la relación entre la problemática de los casos

con las enmiendas constitucionales discutidas en clase.

3. Escrita: Los estudiantes redactarán un breve análisis del caso asignado al

facilitador.

4. Oral/Auditiva: Los estudiantes participarán en la discusión de los diferentes

conflictos entre el sistema de justicia y las posibles defensas que podría levantar

el acusado a su favor en el proceso judicial.


March 2013

Cierre del taller

1. Individual: Cada estudiante discutirá con el compañero que se encuentre a su

lado los tópicos más importantes del taller.

2. Grupal: En pequeños grupos los estudiantes participarán en la actividad

Congresista por un Minuto. Cada grupo recibirá una situación de hechos donde se

describa un posible conflicto entre la justicia y las defensas que el acusado podría

utilizar durante su procesamiento judicial. El facilitador debe proveerle a los

estudiantes los posibles escenarios.

Para esta actividad los estudiantes pueden utilizar el formato siguiente:

1. Nuestro conflicto trata :_________________________________________________

2. Nuestro equipo concluyó que existe un conflicto claro porque:____________________

_______________________________________________________________________

______________________________________________________________________

3. Encontramos que como Congresistas podríamos crear un proyecto de ley que:

_____________________________________________________________________

_______________________________________________________________________

4. Nuestros hallazgos demostraron: ___________________________________________

______________________________________________________________________

5. Nuestros hallazgos recomendaron:_________________________________________

________________________________________________________________________


March 2013

WORKSHOP FOUR

Specific Content Objectives:

At the end of this workshop, the student will be able to:

1. Understand criminal trial proceedings, opening statement, state’s case, defense’s

case, rebuttal, closing arguments, jury instructions, deliberations, and verdict,

among others.

2. Identify the main rules of evidence applicable to criminal proceedings both at

federal and state Level.

3. Compare and contrast the purpose and objective of the rules of evidence and the

rights of the defendant.

Specific Language Objectives:

At the end of this workshop, the student will be able to:

1. Listening: Understand the trial process stage by stage through formal

presentations.

2. Speaking: Discuss the relevance and importance of the rules of evidence

throughout the trial process by means of cooperative activities.

3. Reading: Comprehend the development and significance of the rules of evidence.

4. Writing: Classify the rules of evidence according with criminal trial stages from

the opening statement, rebuttal, closing arguments, jury instructions, deliberation

and verdict.


March 2013

Electronic Links (URLs):

Virtual Library




General Internet Legal Research


http://www.law.com



Rules of Evidence

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Index&Title_Request=

VII#TitleVII

http://www.law.cornell.edu/rules/fre/





http://www.law.com/



http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Index&Title_Request=VII#TitleVII

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Index&Title_Request=VII#TitleVII

http://www.law.cornell.edu/rules/fre/


March 2013

Assignments before the Workshop:

1. Continue working on the E-lab/Language Lab requirement and the Digital

Performance Portfolio.

2. Write an analytical essay on the history, purpose, and structure of the rules of

evidence in general including state rules and federal rules using the latest edition

of the APA publishing manual.

3. Create a graphic that summarizes and explains the federal evidence rules. The

rules must be divided in groups or sets: Rules regulating testimony (emphasize

“Hearsay” rules), rules regarding scientific evidence and rules regarding

confidential information (emphasize “Privileges”), and presumptions of law in the

rules of court. Bring the copies of the original information used to elaborate the

graphic to class.

4. Define and review the core vocabulary words.

5. Write an analytical essay on the rights of the defendant and the rules of evidence

using the latest edition of the APA publishing manual. The essay shall explain

how the rules of evidence are necessary to ensure or safeguard the defendant’s

rights at trial. The essay must include at least three (3) examples that illustrate

your analysis.


March 2013

Key Core Vocabulary:

1. Admissibility

2. Balancing test

3. Chain of custody

4. Closing arguments

5. Deliberations

6. Discovery

7. Evidence

a. Circumstantial evidence

b. Direct evidence

8. Exclusionary rule

9. Fruit of the poisonous tree

10. Jury instructions

11. Motions

12. Presumptions

13. Opening statement

14. Testimony

15. Verdict

16. Witness


1. Supplementary Reading Material

2. Core Vocabulary/Glossary

3. Contrast Graphic

4. PowerPoint

5. Portable Computer Lab.


March 2013

SIOP Components - Place a checkmark X on the ___ for ALL strategies that will be

used in the workshop.






B. Scaffolding

X Modeling

X Guided Practice






X Cognitive

X Metacognitive

X Social/Affective

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Grouping Options

X Whole Class

X Small Groups

X Partners

X Independent Work


Domains

X Listening

X Speaking

X Reading

X Writing


X Dynamic


X Rigorous




March 2013


1. The facilitator will clarify any doubts or questions about the prior workshop.

2. Using a PowerPoint presentation, the facilitator will introduce the topic of the

workshop and discuss the importance and purpose of the rules of evidence within

the judicial system and the trial process.

3. The facilitator will divide the class in groups and will assign to each group a set of

rules:

a. Rules Regulating Testimony

b. Rules of Scientific Evidence

c. Rules Regarding Confidential Information

Each group will analyze and summarize their findings using the graphic prepared

for the workshop homework. Once students complete the exercise, all the groups

will explain their results to the class.

4. In groups, students will compare the federal rules of evidence with the Florida

state rules of evidence. Students will look for any exceptions, expansion of rules

of any other difference or similarity. The facilitator must provide for this exercise

the portable computer laboratory and a list of the rules that students should

directly revise. Students will discuss their findings with the rest of the class.

Groups should write and turn in to the facilitator their analysis at the end of the

activity.

5. Individually students, along with the facilitator, will create a Venn diagram that

explains the similarities and differences of the federal rules of evidence and the

state rules of evidence.

6. The facilitator will explain the stages of the criminal trial from the opening

argument to the verdict and the use of the rules of evidence in the process.


March 2013

7. Students will share the examples used in their essays to explain the importance of

the rules of evidence and the rights of the defendants by means of a whole-group

discussion.

8. The facilitator will administer the test.

9. The facilitator will clarify any questions and discuss the homework for the next

workshop.

Assessment

1. Individual: Students will complete an individual assessment on the topics

covered and write their self-reflection based on the content of the workshop. They

must refer to the Digital Performance Portfolio Assessment Handbook for a

template to complete this activity.

2. Group: Students will analyze the main sets of evidence rules.

3. Written: Students will compare and contrast the federal evidence rules with the

state federal rules.

4. Oral: Students will share their examples used to explain the necessity of the rules

of evidence to safeguard the defendant’s rights.

Lesson Wrap-Up

1. Individual: Every student will turn to the classmate on their left and share

something they learned in this workshop.

2. Group: Students will participate in an activity known as Simultaneous Round

Table. Divided in small groups, each student will receive a paper and a pencil.

The papers are labeled with a team number (rather than the students’ own names),


March 2013

the paper will be passed around the group. The facilitator will read aloud a topic

covered in this workshop. Students will be given two minutes to respond in

writing to the facilitator’s prompt and then they will pass the papers to each group

member four or five times. Each time the paper is passed to a student, he or she

must read what is already on the list and then add additional ideas.


March 2013

Taller Cinco/Workshop Five

(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea y

actividad. No mezcle los dos idiomas!

UTILICEN SOLAMENTE UN LENGUAJE

A LA VEZ! Las primeras dos horas serán en

español. Las últimas dos horas serán en

inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME- KEEP

BOTH LANGUAGES SEPARATE! The

first two hours must be in Spanish. The last

two hours must be in English.



1. Aprender acerca aspectos posteriores a la condena y juicio, como sentencia,

apelación y demás garantías constitucionales del acusado ahora convicto.

2. Comprender el rol de las víctimas y los derechos de las víctimas en el

procedimiento penal y juicio criminal.

3. Aplicar los fundamentos principales del derecho y del sistema de justicia criminal

en un drama que simulará juicio.

4. Aplicar los fundamentos principales del derecho y el procedimiento penal durante

el análisis comparativo de jurisprudencia internacional y los Estados Unidos.

Objetivos específicos de lenguaje:


1. Escuchar: Evaluar el sistema de justicia de Estados Unidos en comparación de

otros sistemas de justicia a nivel mundial, después de escuchar al profesor y

estudiantes expresarse sobre estos temas.


March 2013

2. Hablar: Analizar el rol de las víctimas y sus derechos en contraposición a los

derechos del acusado y expresar sus valoraciones.

3. Leer: Entender los aspectos posteriores al juicio como lo son el proceso de

sentencia y apelación que se infieren de las lecturas y discusiones del tema.

4. Escribir: Redactar un ensayo analítico sobre el sistema de justicia de Estados

Unidos en comparación con otros sistemas internacionales.


Biblioteca Virtual






http://www.law.com



Sistemas de Justicia Criminal/Criminal Justice Systems

http://www.bjs.gov/content/pub/html/wfcj.cfm

Victims & Witnesses Rights/ Derechos de las Víctimas y Testigos de Crímen

http://www.sa18.state.fl.us/page/victim-witness-division.html

Sentencia/Sentencing

http://www.sentencingproject.org

http://www.ussc.gov

http://www.deathpenaltyinfo.org

Appeal Process/ Proceso de Apelación

http://law.onecle.com/florida/criminal-procedure-and-corrections/chapter924.html

Rights of the Accused/Derechos del Acusado

http://infousa.state.gov/government/overview/accused.html





http://www.law.com/



http://www.bjs.gov/content/pub/html/wfcj.cfm

http://www.sa18.state.fl.us/page/victim-witness-division.html

http://www.sentencingproject.org/

http://www.ussc.gov/

http://www.deathpenaltyinfo.org/

http://law.onecle.com/florida/criminal-procedure-and-corrections/chapter924.html

http://infousa.state.gov/government/overview/accused.html


March 2013


Asignaciones a discutirse durante las primeras dos horas de instrucción (2).

1. Estar preparado para la discusión y cumplimiento de los objetivos específicos del


2. Investigar y resumir el proceso de condena y el proceso de apelación a nivel

federal y estatal (Florida), presentar la información resumida en un ensayo donde

se evidencie el empleo de las normas cultas del idioma y del manual de estilo

APA. El ensayo debe definir el proceso de sentencia y apelación, explicar la

función y estructura de ambos procesos, además debe reseñar las diferentes

opciones de escritos de apelación con sus plazos.

3. Definir y repasar el vocabulario clave de la lección.

4. Prepararse para la prueba mediante el uso del repaso ofrecido por el facilitador y

las notas de la clase.

Assignments to be discussed during the last two hours of instruction (2):

1. Create a comparative list with the rights of the victims, accused, and witnesses in

the state of Florida.

2. Study the case and the assigned role for the mock trial.

3. Research the structure of the United States criminal justice in comparison with

another country’s criminal justice system and write an expository essay on this

topic. The essay must include an explanation of the similarities and differences of

each system. Use the latest edition of the APA publishing manual. Students shall

create a PowerPoint presentation that covers the topic of the essay.


March 2013

Vocabulario académico clave (Debe

reflejar los objetivos y conceptos claves

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

1. “Allocution”

2. Apelación

3. Doble Juicio

4. Eliminar Cargos/Antecedentes

5. Guía de Sentencia

6. Habeas Corpus (término en latín)

7. Jurisprudencia

8. Libertad Condicional

9. Pena Capital

10. Probatoria

11. Reincidencia

12. Sentencia

Academic Core Vocabulary (Must

reflect objectives and important concepts

of the workshop.) Verify that the student

masters the core vocabulary in both

languages.

1. Allocution

2. Appeal

3. Double jeopardy

4. Expungement

5. Sentencing guidelines

6. Habeas Corpus

7. Jurisprudence

8. Parole

9. Capital punishment

10. Probation

11. Recidivism

12. Sentence

13. Simulación de Juicio 13. Mock trial

14. Víctima 14. Victim

15. 3 Strikes-Rule 15. 3 Strikes-rule


1. Supplementary Materials

2. PowerPoint Presentations

3. Core Vocabulary words


March 2013

SIOP Components - Place a checkmark X on the ___ for ALL strategies that

will be used in the workshop.






B. Scaffolding

X Modeling

X Guided Practice






X Cognitive

X Metacognitive

X Social/Affective

1)___________________

1)___________________

1)___________________

2)___________________

2)___________________

2)___________________

C. Grouping Options

X Whole Class

X Small Groups

X Partners

X Independent Work


Domains

X Listening

X Speaking

X Reading

X Writing


X Dynamic


X Rigorous



1.


March 2013

Actividades Integradas:

Actividades en español para las primeras dos (2) horas del taller:

1. El facilitador contestará preguntas o dudas de los talleres anteriores.

2. El facilitador, junto a los estudiantes, repasará el vocabulario de la lección y

explicará la relevancia del mismo en relación a los tópicos del taller.

3. El facilitador explicará de forma breve el proceso de sentencia y apelación.

4. En parejas, los estudiantes guiados por el facilitador desarrollarán una gráfica

comparativa de los diferentes escritos y mociones que pueden ser utilizados a

nivel federal y en el Estado de la Florida.


English activities to be covered in the last two hours (2) of the workshop:

1. Students will present their findings about the differences and similarities of the

US criminal justice system and those of the selected country.

2. Students, along with the facilitator, will participate in a mock trial exercise.

3. Students will share their list of the rights of the victims and the rights of the

accused.

4. Complete and bring the Digital Performance Portfolio Assessment.

Assessment:

1. Individual: Students will write their self-reflection based on the content of the

workshop. They must refer to the Digital Performance Portfolio Assessment

Handbook for a template to complete this activity. Students will take a final exam.

2. Group: Students will analyze the appeal process and sentence. They will also

elaborate a comparative exercise between the federal and state appeal procedure.


March 2013

3. Written: Students will write an analytical essay comparing the U.S criminal

justice system with another country’s around the world.

4. Oral: Students will make a presentation of the similarities and differences of the

U.S. criminal justice system and those of another country. They will also

participate in a mock trial exercise.

Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP

1. Individual: Students will participate in an activity known as Letters. Students will

assume the identity of a person who believes that our criminal justice system is

not effective enough to achieve justice. Once the student identifies the weakness

that they would like to write about, they will create a short sample of a letter

directed to the President and the Congress stating the weakness(s) of the system

and their suggestions to overcome that alleged inefficiency.

2. Group: Divided in groups of three (3), students will summarize the content of the

course and identify specific parts of the course’s content that have impacted them.

Finally, students will share their findings with the class in a whole class

discussion.


March 2013

APÉNDICES / APPENDIXES


March 2013

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


March 2013

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


March 2013

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


March 2013

“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


March 2013

“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


March 2013

APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


March 2013

Appendix B

Six-Traits of Writing Rubric

Student’s Name:______________________________________

Date:___________________

Facilitator:______________________Course:

____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1 1. Ideas and Content 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


March 2013

Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand

out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support

• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights.

• content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by

supporting details suitable to audience and purpose. The writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support.

• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.

• content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be

limited or rather general. The writing is characterized by

• an easily identifiable purpose.

• clear main idea(s)

• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used

to provide accurate support.

• a topic that is explored/explained, although developmental details may occasionally be out of balance with the main

idea(s); some connections and insights may be present.

• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be

effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is

characterized by

• an easily identifiable purpose and main idea(s).

• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard

elsewhere.

• support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic,

predictable, or overly general.

• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable

sources of information.

• difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by

• a purpose and main idea(s) that may require extensive inferences by the reader.

• minimal development; insufficient details.

• irrelevant details that clutter the text.

• extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by

• ideas that are extremely limited or simply unclear.

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an

idea. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


March 2013

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and

move the reader through the text easily. The writing is characterized by

• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to

follow.

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and

move the reader through the text. The writing is characterized by.

• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.

• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by

• clear sequencing.

• an organization that may be predictable.

• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may

lack subtlety.

• a body that is easy to follow with details that fit where placed.

• transitions that may be stilted or formulaic.

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.

The writing is characterized by

• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.

• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic

is...”, “These are all the reasons that…”)

• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

numbering, etc.) may be overused.

• a structure that is skeletal or too rigid.

• placement of details that may not always be effective.

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible;

however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece

is simply too short to demonstrate organizational skills. The writing is characterized by

• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.

• a missing or extremely undeveloped beginning, body, and/or ending.

• a lack of transitions, or when present, ineffective or overused.

• a lack of an effective organizational structure.

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader

remains confused. The writing is characterized by

• a lack of effective sequencing.

• a failure to provide an identifiable beginning, body and/or ending.

• a lack of transitions.

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.

• a lack of organization which ultimately obscures or distorts the main point. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


March 2013

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the

topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing

is characterized by

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice,

while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both

should be engaging, lively, or interesting. Technical writing may require greater distance.).

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the

message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic,

and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice

while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both

should be engaging, lively or interesting. Technical writing may require greater distance.).

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most

effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In

places, the writing is expressive, engaging, or sincere. The writing is characterized by

• a questionable or inconsistent level of closeness to or distance from the audience.

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice.

The reader may glimpse the writer behind the words and feel a sense of interaction in places.

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or

personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is

either inappropriately personal or inappropriately impersonal. The writing is characterized by

• a limited sense of audience; the writer’s awareness of the reader is unclear.

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the

writing become somewhat mechanical.

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable

voice. The writing is characterized by

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.

• a voice that is likely to be overly informal and personal.

• a lack of audience awareness; there is little sense of "writing to be read."

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by

• no engagement of the writer; the writing is flat and lifeless.

• a lack of audience awareness; there is no sense of “writing to be read.”

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not

involve or engage the reader. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


March 2013

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen

and thoughtfully placed for impact. The writing is characterized by

• accurate, strong, specific words; powerful words energize the writing.

• fresh, original expression; slang, if used, seems purposeful and is effective.

• vocabulary that is striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully

placed for impact. The writing is characterized by

• accurate, specific words; word choices energize the writing.

• fresh, vivid expression; slang, if used, seems purposeful and is effective.

• vocabulary that may be striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional

and appropriate to audience and purpose. The writing is characterized by

• words that work but do not particularly energize the writing.

• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly

effective.

• attempts at colorful language that may occasionally seem overdone.

• occasional overuse of technical language or jargon.

• rare experiments with language; however, the writing may have some fine moments and generally avoids

clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled

with familiar words and phrases. The writing is characterized by

• words that work, but that rarely capture the reader’s interest.

• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.

• attempts at colorful language that seem overdone or forced.

• words that are accurate for the most part, although misused words may occasionally appear, technical

language or jargon may be overused or inappropriately used.

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by

• words that are colorless, flat or imprecise.

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the

message.

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language.

The writing is characterized by

• general, vague words that fail to communicate.

• an extremely limited range of words.

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


March 2013

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with

consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is

characterized by

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.

• extensive variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships

among ideas.

• varied sentence patterns that create an effective combination of power and grace.

• strong control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure

that makes expressive oral reading easy and enjoyable. The writing is characterized by

• a natural, fluent sound; it glides along with one sentence flowing into the next.

• variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning.

• control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence

patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by

• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and

grace.

• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from

overall impact.

• strong control over simple sentence structures, but variable control over more complex sentences;

fragments, if present, are usually effective.

• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times

sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader

to slow down or reread. The writing is characterized by

• some passages that invite fluid oral reading; however, others do not.

• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence

patterns.

• good control over simple sentence structures, but little control over more complex sentences; fragments, if

present, may not be effective.

• sentences which, although functional, lack energy.

• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow

down or reread. The writing is characterized by

• significant portions of the text that are difficult to follow or read aloud.

• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).

• a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very

awkward. The writing is characterized by

• text that does not invite—and may not even permit—smooth oral reading.

• confusing word order that is often jarring and irregular.

• sentence structure that frequently obscures meaning.

• sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


March 2013

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization,

paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by

• strong control of conventions; manipulation of conventions may occur for stylistic effect.

• strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure.

• correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece.

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by

• strong control of conventions.

• effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure.

• correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece.

• little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar

and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by

• control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.

• spelling that is usually correct, especially on common words.

• basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor.

• occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.

• moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage). Errors begin to impede readability. The writing is characterized by

• some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.

• spelling errors that distract the reader; misspelling of common words occurs.

• paragraphs that sometimes run together or begin at ineffective places. • capitalization errors.

• errors in grammar and usage that do not block meaning but do distract the reader.

• significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by

• little control over basic conventions.

• many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs.

• paragraphs that often run together or begin in ineffective places.

• capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning.

• substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for

meaning. The writing is characterized by

• very limited skill in using conventions.

• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.

• frequent spelling errors that significantly impair readability.

• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random.

• a need for extensive editing. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


March 2013

Anejo C/Appendix C

Oral Presentation Rubric

Student: ______________________________________________________________

Topic: ___________________________________________ Date: _____________

Criteria Value Points Student’s Score

Presentation

Student holds attention of entire

audience with the use of direct eye

contact, seldom looking at notes.

1 point

Movements seem fluid and help the

audience visualize

1 point

Student displays relaxed, self-confident

nature about self, with no mistakes.

1 point

Student uses a clear voice with a good

projection and intonation.

1 point

Student demonstrates full knowledge by

answer all questions with explanations

and elaborations.

1 point

Student presents information in logical,

interesting sequence which audience can

follow

1 point

Student demonstrates a strong, positive

feeling about topic during entire

presentation

1 point

Language

Student demonstrates a command of

standard English (vocabulary, syntax

and flow of ideas)

1 point


March 2013

Student uses correct pronunciation of the

language.

1 point

The tone of the presentation is

appropriate.

1 point

Total Points 10 pts. (70% content and

30% language)

_________

Total score:

Facilitator’s Signature: _________________________________________


March 2013

Anejo C/Appendix C

Matriz valorativa para Presentación Oral

Nombre:__________________________________ Fecha:_________________

CRITERIOS VALOR PUNTOS OBTENIDOS

Presentación

Mantiene la atención de toda la

audiencia utilizando el contacto

visual directo y mirando las notas

de ser necesario ocasionalmente.

10 puntos

Los movimientos son adecuados y

ayudan a la audiencia a visualizar

el contenido de la presentación.

10 puntos

El estudiante expone el perfil

diagnóstico de una manera

detallada y completa.

10 puntos

El estudiante hace un análisis

completo de sus observaciones,

de la ejecución y de los resultados

finales del avalúo administrado.

10 puntos

El estudiante demuestra un

conocimiento completo al

responder todas las preguntas con

explicaciones y elaboraciones.

10 puntos

El estudiante presenta la

información en una secuencia

lógica e interesante la cual la

audiencia puede seguir sin

problema.

10 puntos

Utiliza la tecnología

adecuadamente.

10 puntos

Lenguaje

Demuestra habilidad en el manejo

del idioma inglés estándar 10 puntos


March 2013

(vocabulario, sintaxis y flujo de

ideas)

El estudiante utiliza una voz clara

con buena proyección y

entonación.

10 puntos

Usa una pronunciación correcta

durante la presentación

10 puntos

Total de Puntos: 100 puntos ( 70% contenido

y 30% languaje)

Puntuación Total:

__________

Firma del Facilitador:____________________________________


March 2013

Apéndice D / Appendix D

GUIDELINES TO PREPARE THE PORTFOLIO

1. Determination of sources of content

The following documentation, but not limited to, will be included:

Projects, surveys, and reports.

Oral presentations.

Essays: dated writing samples to show progress.

Research papers: dated unedited and edited first drafts to show progress.

Written pieces that illustrate critical thinking about readings: response or reaction

papers.

Class notes, interesting thoughts to remember, etc.

Learning journals, reflective journals.

Self-assessments, peer assessments, facilitator assessments.

Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper or

paper of different colors, with tabs indicating the workshop number.

3. Presentation of the portfolio

Documentation will be posted in a binder or in a digital version (e-portfolio).

The Portfolio Informational Sheet will be placed in the transparent front pocket of the

binder for identification purposes.

Evaluation and Measurement of the Educational Process 184

The cover page will be placed at the beginning of the portfolio and will follow exactly

APA guidelines applied to a cover page of research papers.

It will have a log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should include a brief

description, date produced, date submitted, and date evaluated


March 2013

Introduction and conclusion of portfolio experience.

Documentation and self-reflection sheet (Appendix L) required in each workshop.

Overall portfolio self-assessment (Appendix T).

The progression follow-up template will be added to the portfolio

A list of references and appendices of all assignments will be added at the end of the

portfolio.

Letter of Use and Return or Use and Discard of Portfolio (Appendixes M & N)

The entire portfolio will follow APA style: Courier or Times New Roman font, size

12, double space, and 1-inch margins. See the latest edition of the Publication Manual of

the APA.

4. Portfolio evaluation.


March 2013

APPENDIX E

SELF-REFLECTION

Directions: Please complete the following blanks:

This entry is an example of my strengths:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

This entry is an example of an area I really need to improve:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

This entry is an example of an area I have improved:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

I think this exercise has been very helpful for my learning because:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


March 2013

ANEJO E

AUTORREFLEXIÓN

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


March 2013

APÉNDICE F / APPENDIX F:

ANALITICAL ESSAY RUBRIC

STUDENT:_________________________________

DATE:_______________________

CRITERIA VALUE POINTS STUDENT SCORE

Content

Thesis is clear & well

stated.

10 points

Major or relevant details are

exposed in essay.

10 points

Accurately explains and

develops thesis and its

implications based on

research studies that support

the author’s ideas about the

topic providing exact data

and precise examples.

10 points

Analysis of the topic is

comprehensive and clear.

10 points

Draws conclusions based on

research facts only.

10 points

Establishes a writer

relationship with the

subject, providing a clear

perspective on the presented

subject matter and engaging

the audience attention.

10 points


March 2013

Note: The score obtained by the student should be recorded as follows:

Grading Scale:

The following grading scale will be applied in this course:

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

59 – 0% F

Demonstrates a

comprehensive grasp of

significant ideas to reach a

higher level of

understanding in an

organizational manner.

10 points

Language

Demonstrates a command

of standard English

(vocabulary, syntax and

flow of ideas)

10 points

Uses grammar and style

appropriately and correctly

10 points

Uses spelling, punctuation,

capitalization, and APA

format correctly throughout

the document (cover page,

essay body, and list of

references)

10 points

Total Points

___________________

100 points (70% content

and 30% language)

Total Score:


March 2013

APÉNDICE F / APPENDIX F :

MATRIZ VALORATIVA PARA EL ENSAYO

NOMBRE DEL ESTUDIANTE:____________________________________________

TEMA:________________________________ FECHA:_____________________

CRITERIOS VALOR PUNTUACIÓN OBTENIDA

La introducción es clara y

bien establecida.

Se exponen los detalles más

importantes o relevantes del

tema.

Comunica las ideas basadas

solamente en los resultados

de las investigaciones

educativas a través de

múltiples citas y referencias

bibliográficas.

El análisis del tema es

profundo y claro.

La información presentada

en el ensayo corresponde a

las investigaciones

educativas más recientes y

debidamente validadas.

Establece una relación del

autor (es) con el tema,

brindando una perspectiva

clara sobre el tema

presentado y atrayendo la

atención de la audiencia o

lector


March 2013

Elabora conclusiones

basadas en los resultados de

las investigaciones

educativas solamente, las

cuales cita en todo el

documento adecuadamente.

Lenguaje

Demuestra un uso

profesional del idioma

Español (vocabulario,

sintaxis y flujo de ideas)

Incluye un excelente

manejo de diversos tipos de

oraciones a través del

ensayo.

Utiliza la ortografía, la

puntuación y el formato

APA correctamente en todo

el documento

Puntaje total: 100 pts. (70% contenido y

30 % lenguaje)

Puntuación Total:

Escala Evaluativa:

Se aplicará la curva estándar para evaluar en este curso:

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

59 – 0% F


March 2013

APÉNDICE G / APPENDIX G:

ATTENDANCE AND PARTICIPATION EVALUATION

Criteria Workshop

1

Workshop

2

Workshop

3

Workshop

4

Workshop

5

Daily Attendance

(15 points each)

Show mastery of

the topics

discussed in class

(5 points)

Complete assigned

work

(5 points )

Turn in work on

time

(5 points)

30 points

/Workshop

Total Points:______________________


March 2013

APÉNDICE G / APPENDIX G :

EVALUACION DE ASISTENCIA Y PARTICIPACION EN CADA TALLER

Asistencia a clases

(15 puntos c/u)

Taller 1 Taller 2

Taller 3 Taller 4 Taller 5

Demostración del

dominio de los

temas discutidos en

clase

(5 puntos)

Cumplimiento con

las tareas asignadas

(5 puntos)

Puntualidad en la

entrega de trabajos

(5 puntos)

Total de puntos

por taller

Total de puntos: ________________


March 2013

APÉNDICE H / APPENDIX H :

FINAL PROJECT

WORKSHOP FIVE

Countries STUDENTS/GROUPS

Australia

Brazil

Bulgaria

Cuba

Czech Republic

China

India

Hong Kong

Israel

Nigeria

Norway

Poland

Russia

Singapore

South Korea

Venezuela


March 2013

Instructions:

Each student will prepare an essay with a minimum of four (4) pages related to the

criminal justice system of a country assigned in class. Both exercises can be individual

and/or in a group depending upon the size of the class and the facilitator’s indications.

The report must include the following topics:

Description of the criminal justice system.

Historical background and development of the criminal justice system.

Similarities and differences between the criminal justice system of the country

assigned and that of the United States.

Do you consider the country criminal justice system effective or adequate? Yes or

No? Why?

Mention at least two (2) interesting facts about the criminal justice system of the

country assigned.

In preparation for this topic a minimum of three (3) reliable sources of information

must be used. Remember that your work must be original and appropriate credit should

be given to the original source of information. The report will be evaluated using

Appendixes A, B, H & F.

The final project will include an oral presentation developed in PowerPoint. The

facilitator will indicate the time of presentation according with the size of the class. The

oral presentation will be evaluated using Appendix C.

The written section of the project shall comply with the following format:

I. Introduction

II. Analysis


March 2013

a. Based in the guiding questions explained above.

III. Conclusion

IV. References and resources (Three[3] Minimum)

The oral presentation must include the entire content covered in the written section of the

project. *Students will complete the written part of the project and the oral presentation

in English. The project will be evaluated using Appendixes A, B, C, F, H and I.

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