1. Juvenile justice

2. Journal #4
Quickwrite (5 minutes). If you are currently 17 years old and you committed a serious crime, do you think it would be fair for you to be punished the same way as an 18 year old who committed the same crime would be? What about if you were 14?

3. Activity 1: Exploring Key Concepts
Who is a juvenile? What are some synonyms for “juvenile”?
What are the differences between an adult and a juvenile? Brainstorm a list of qualities that characterize a juvenile but not an adult.
What in your opinion is the purpose of the justice system?

4. Activity 2 - Pre-reading
Now that you have learned pre-reading strategies, independently spend minutes doing your own surveying, predicting, and ask questions.

5. Homework: Read and Annotate both “Kids are Kids – Until They Commit Crimes” Pg. 87 & “Startling Finds on Teenage Brains” Pg. 89
Be sure to annotate both texts:
Outlining the text by identifying where the intro ends, the topics for each section are and the conclusion begins
Identifying the thesis and evidence that supports the thesis
If there are any unknown sections or words, note them and we will discuss them tomorrow.

6. ACTIVITY 4: As you read “Startling Findings on Teenage Brains” and “Kids Are Kids,” you will find that the two articles discuss four recent cases in which teenagers were tried for murder. Fill out the following graphic organizer in your journal/ERWC book based on those cases:
Defendant
Age
Crime
Sentence

7. (definitions of the different types of homicides)
Answers to activity 3
(definitions of the different types of homicides)

8. Post –Reading Discussion
Have your first thoughts on juveniles, criminal justice system, or trying juveniles as adults changed after reading the two articles
What sections / topics resonated with you?
What do you have questions about?

9. Homework: Pre-Read and then Read and Annotate both Texts— “On Punishment and Teen Killers” pg. 91 “Juveniles Don’t Deserve Life Sentences” pg. 93
Be sure to annotate both texts:
Outlining the text by identifying where the intro ends, the topics for each section are and the conclusion begins
Identifying the thesis and evidence that supports the thesis
If there are any unknown sections or words, note them and we will discuss them tomorrow.

10. Activity 5 - Summary and Response: For your assigned article, independently do the following in your ERWC / Journal:
Write a summary of the article (one paragraph). A summary is a shorter version of the text which contains all of the most essential information—and nothing extra. Identify the title, the author, the source, and the date of publication in your summary, and write the entire summary in your own words; do not quote.
 Write a response to the article (one paragraph). A response is your personal reaction to the text. For example, what personal experiences have you had that cause you to agree and/or disagree? Why? Does the author make a particularly strong or weak argument? Explain. 

11. Activity 6: Shared Inquiry Discussion: First respond in your journal then we will discuss.
Does the science on teenage brain development eliminate teenage culpability? How do we hold teens who commit crimes accountable to their victims?
How does disenfranchisement relate to teens who commit crimes?
The United States Supreme Court has now decided the issue. On June 25, 2012, it ruled that juveniles could not be sentenced to life in prison because it violated the Eighth Amendment to the U.S. Constitution’s ban on cruel and unusual punishment: “Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.” In it ruled that teens could not be sentenced to death. Do you agree with these decisions?

12. Activity 8: Post Director Montes presentation reflection questions:
After hearing Director Montes present, has your opinion on the topic of trying juveniles as adults changed? If so what information changed your opinion? If not, why not?
What does a juvenile (14-17 year old) who is tried as an adult miss out on and why?

13. Activity 9: Pre-Read “Greg Ousley Is Sorry for Killing His Parents
Activity 9: Pre-Read “Greg Ousley Is Sorry for Killing His Parents. Is that Enough?” pg. 95
Use the Pre-Reading Strategies to spend 1-3 minutes pre- reading the text.

14. Begin Reading Activity 10 (One person reads their section and shares their honest 1st response).
Finish reading and annotating the reading for homework. Be sure to identify the organizational parts of the text (intro, body, conclusion).

15. Activity 11: Using your annotated copy of “Greg Ousley is Sorry for Killing His Parents,” write three questions that you would like to discuss with other students in your class. These questions should be about significant issues that the article raises and should not have a right or wrong answer. An example of a good question to help you start your discussion is: Can our knowledge about the development of the teenage brain help us understand why Greg Ousley killed his parents and why he behaved the way he did afterwards?

16. Activity 12: While watching the video, “Stick Up Kid”, respond to the following questions:
What is the main idea? What evidence supports this?
Is it credible? How?
Who is the audience and what is the purpose?
Does it add to or change your opinion on the topic of teens being tried as adults?

17. HOMEWORK: Go back to your original quick write and respond to this prompt on the same page.
Reminder: (If you are currently 17 years old and you committed a serious crime, do you think it would be fair for you to be punished the same way as an 18 year old who committed the same crime would be? What about if you were 14?)
Response: How have your views changed or developed? What is your position now?