expository reading & writing juvenile justice dr. fleming

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Expository Expository Reading & Writing Reading & Writing Juvenile Justice Juvenile Justice Dr. Fleming Dr. Fleming

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Page 1: Expository Reading & Writing Juvenile Justice Dr. Fleming

Expository Expository Reading & WritingReading & WritingJuvenile JusticeJuvenile Justice

Dr. FlemingDr. Fleming

Page 2: Expository Reading & Writing Juvenile Justice Dr. Fleming

Reading Selections for This ModuleReading Selections for This ModuleGaringer, Gail. “Juveniles Don’t Deserve Life Sentences.” New York Times 15 Garinger, Gail. “Juveniles Don’t Deserve Life Sentences.” New York Times 15

Mar. 2012, Mar. 2012, New York ed.: A35. Print.New York ed.: A35. Print.

Jenkins, Jennifer Bishop. “On Punishment and Teen Killers.” Juvenile Justice Jenkins, Jennifer Bishop. “On Punishment and Teen Killers.” Juvenile Justice Information Information Exchange. 2 Aug. 2011. Web. 11 June 2012. Exchange. 2 Aug. 2011. Web. 11 June 2012. <http://jjie.org/jennifer-bishop-jenkins-on-punishment-teen-killers/19184>.<http://jjie.org/jennifer-bishop-jenkins-on-punishment-teen-killers/19184>.

Lundstrom, Marjie. “Kids Are Kids—Until They Commit Crimes.” Sacramento Bee Lundstrom, Marjie. “Kids Are Kids—Until They Commit Crimes.” Sacramento Bee 1 Mar. 1 Mar. 2001: A3. Print.2001: A3. Print.

Thompson, Paul. “Startling Finds on Teenage Brains.” Sacramento Bee 25 May Thompson, Paul. “Startling Finds on Teenage Brains.” Sacramento Bee 25 May 2001: B7. 2001: B7. Print.Print.

Additional Reading Selection:Additional Reading Selection:

Anderson, Scott. “Greg Ousley Is Sorry for Killing His Parents. Is That Enough?” Anderson, Scott. “Greg Ousley Is Sorry for Killing His Parents. Is That Enough?” New York New York Times Magazine. 19 July 2012. Web. 11 June 2012. Times Magazine. 19 July 2012. Web. 11 June 2012. <http://www.nytimes.com/2012/07/22/magazine/<http://www.nytimes.com/2012/07/22/magazine/greg-ousley-is-sorry-for-killing-his-parents-is-that-enough. greg-ousley-is-sorry-for-killing-his-parents-is-that-enough. html?html?pagewanted=all&_r=0>.pagewanted=all&_r=0>.

Page 3: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 1: QuickwriteActivity 1: Quickwrite

Take out a piece of paper for a Take out a piece of paper for a quickwrite!quickwrite!

Prompt: Prompt: If you committed a crime, do you think it would be fair for you to be punished the same way as an adult who committed the same crime? Why or why not? Explain your reasoning.

Page 4: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 2: Exploring Key ConceptsActivity 2: Exploring Key Concepts

1. Who is a juvenile? What are some synonyms for “juvenile?”

2. What are the differences between an adult and a juvenile? Brainstorm a list of qualities that characterize a juvenile but not an adult.

Page 5: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 3: Legal TermsActivity 3: Legal Terms

You will be given some legal terms and You will be given some legal terms and their definitions. After you take notes their definitions. After you take notes on them, you will be given a on them, you will be given a scenario. For each crime that is scenario. For each crime that is described, match it with the described, match it with the appropriate legal termappropriate legal term

Page 6: Expository Reading & Writing Juvenile Justice Dr. Fleming

Legal Terms to KnowLegal Terms to Know

Homicide: the killing of one person Homicide: the killing of one person by another; can be intentional or by another; can be intentional or unintentional; includes accidentsunintentional; includes accidents

Murder: the killing of someone with Murder: the killing of someone with malice of forethought; can be done malice of forethought; can be done committing another crime; always committing another crime; always illegalillegal

Page 7: Expository Reading & Writing Juvenile Justice Dr. Fleming

More Legal TermsMore Legal Terms

First-degree murder: the killing of a First-degree murder: the killing of a person with malice of forethought; it person with malice of forethought; it was planned and done deliberatelywas planned and done deliberately

Second-degree murder: is killing Second-degree murder: is killing done during a crime deemed done during a crime deemed dangerous to a human life; most dangerous to a human life; most likely not committed with the likely not committed with the intention of killingintention of killing

Page 8: Expository Reading & Writing Juvenile Justice Dr. Fleming

Legal Terms ManslaughterLegal Terms Manslaughter

Voluntary manslaughter is killing someone intentionally but without malice of forethought. For example, if the killing was a crime of passion (killing a spouse or lover because of jealousy), the intention was to kill. However, there was no malice of forethought because it was not planned.

Page 9: Expository Reading & Writing Juvenile Justice Dr. Fleming

Legal Terms ManslaughterLegal Terms Manslaughter

Involuntary manslaughter is killing someone unlawfully but without malice of forethought. It was committed without intent to kill and without a conscious disregard for human life.

Page 10: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 3: Scenario 1Activity 3: Scenario 1

A troubled seventeen-year-old girl has slowly poisoned her parents each night at dinner. After three months she came home to find them dead on the kitchen floor. The coroner’s report indicated that cyanide poisoning caused their deaths. 1st degree murder Sentenced to life in prison without parole

Page 11: Expository Reading & Writing Juvenile Justice Dr. Fleming

Scenario 2Scenario 2

Three sixteen-year-olds were hanging out at the park drinking whiskey. One boy started shoving his friend. Soon the shoving escalated into punching. One boy tripped, and his head hit a sharp-edged rock. The boy died before help arrived. 2nd degree murder Sentenced to 3 years in prison after

being tried as an adult

Page 12: Expository Reading & Writing Juvenile Justice Dr. Fleming

Scenario 3Scenario 3

Suspicious that his girlfriend was cheating, a sixteen-year-old boy went to her house and found her in bed with his brother. Impulsively, he grabbed the nearest lamp and hit his brother on the head. His brother died two days later. Voluntary manslaughter Sentenced to six years in prison

Page 13: Expository Reading & Writing Juvenile Justice Dr. Fleming

Scenario 4Scenario 4

A thirteen-year-old boy broke into an auto parts business to steal hubcaps. The seventeen-year-old security guard picked up his boss’s gun and fired two warning shots at the thief. The second shot hit the thirteen-year-old and killed him on the spot. Involuntary manslaughter Sentenced to 15 years to life

Page 14: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 3.1: When Kids Get Life Activity 3.1: When Kids Get Life Case #1 QuickwriteCase #1 Quickwrite

Do you think it is justified Do you think it is justified that kids who kill their that kids who kill their parents are punished more parents are punished more harshly than parents who harshly than parents who kill their children? Why or kill their children? Why or why not?why not?

Page 15: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 4: Surveying the TextActivity 4: Surveying the Text

Look at the title of the first 2 articles. What Look at the title of the first 2 articles. What do you predict they will be about?do you predict they will be about?

What can you predict about the articles What can you predict about the articles simply based on where and when they simply based on where and when they were published? Who is the target were published? Who is the target audience? How credible will these articles audience? How credible will these articles be?be?

What issue do you think these articles are What issue do you think these articles are going to discuss? What position do you going to discuss? What position do you think each author will take? think each author will take?

Page 16: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 5: Making PredictionsActivity 5: Making Predictions

Read the first 3 paragraphs of “Startling Read the first 3 paragraphs of “Startling Finds on Teenage Brains” Finds on Teenage Brains”

What do you think is the purpose of the What do you think is the purpose of the text? text?

Read the first 6 paragraphs of “Kids are Read the first 6 paragraphs of “Kids are Kids” silentlyKids” silently

What is Lundstrom’s opinion on the topic What is Lundstrom’s opinion on the topic of juvenile justice? of juvenile justice?

Turn the title of each article into a Turn the title of each article into a question. question.

Page 17: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 6: Key VocabularyActivity 6: Key Vocabulary Create a semantic map for one of the Create a semantic map for one of the

following ideas: Juvenile Crime or following ideas: Juvenile Crime or Justice System Justice System

Page 18: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 7: Vocabulary AssessmentActivity 7: Vocabulary Assessment Complete the vocabulary chart by Complete the vocabulary chart by

finding the definitions of each in finding the definitions of each in small groups. small groups.

““Startling Finds on Teenage Brains”Startling Finds on Teenage Brains”Word Definition Know it well Have heard of it

Don’t know it

verdicts (2)

cognitive development (3)

impulsive (4)

erratic (4)

purged (7)

inhibit (7)

diminished (9)

accountability (11)

homicidal (11)

Page 19: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 7: Vocabulary AssessmentActivity 7: Vocabulary Assessment Complete the vocabulary chart by finding the Complete the vocabulary chart by finding the

definitions of each in small groups. definitions of each in small groups. ““Kids are Kids”Kids are Kids”

Word Definition Know it well

Have heard of it

Don’t know it

inconsistency (6)

quandary (7)

heinous (14)

coddling (14)

perpetuated (20)

Page 20: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 7: Vocabulary AssessmentActivity 7: Vocabulary Assessment Complete the vocabulary chart by Complete the vocabulary chart by

finding the definitions of each in finding the definitions of each in small groups. small groups.

““Startling Finds on Teenage Brains”Startling Finds on Teenage Brains”Word Definition Know it well

Have heard of it

Don’t know it

verdicts (2) decisions in a trial

cognitive development (3)

the development of thinking and judgment

impulsive (4) without thinking

erratic (4) unpredictable

purged (7) gotten rid of

inhibit (7) block or restrain

diminished (9) reduced

accountability (11)

responsibility for something

homicidal (11) murderous

Page 21: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 7: Vocabulary AssessmentActivity 7: Vocabulary Assessment Complete the vocabulary chart by finding the definitions Complete the vocabulary chart by finding the definitions

of each in small groups. of each in small groups. ““Kids are Kids”Kids are Kids”

Quickwrite (5 mins.): Now that you have discussed Quickwrite (5 mins.): Now that you have discussed these words, these words, what do you predict the articles you what do you predict the articles you are going to read will be aboutare going to read will be about? Use some of the ? Use some of the words on your chart in your prediction.words on your chart in your prediction.

Word Definition Know it well

Have heard of it

Don’t know it

inconsistency (6) changeable

quandary (7) uncertainty

heinous (14) particularly horrible

coddling (14) babying, pampering

perpetuated (20) continued

Page 22: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 7Activity 7

3. Describe the demeanor of 3. Describe the demeanor of Nathaniel Brazzil. (“Startling Nathaniel Brazzil. (“Startling Finds…”). Do you think that such a Finds…”). Do you think that such a demeanor would cause a jury to be demeanor would cause a jury to be lenient?lenient?

4. Do you think execution should be 4. Do you think execution should be banned for some age groups of banned for some age groups of juveniles? Which age groups?juveniles? Which age groups?

Page 23: Expository Reading & Writing Juvenile Justice Dr. Fleming

More Activity 7More Activity 7

5. What factors do you think juries 5. What factors do you think juries should take into account when they should take into account when they sentence juveniles?sentence juveniles?

6. Do you agree with Lundstrom that 6. Do you agree with Lundstrom that it is inconsistent to deny privileges it is inconsistent to deny privileges like voting and drinking to teenagers like voting and drinking to teenagers but then to sentence them as adults? but then to sentence them as adults? Explain why or why not.Explain why or why not.

Page 24: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 7Activity 7

7. Do you think that juveniles should 7. Do you think that juveniles should be tried as adults if they commit be tried as adults if they commit especially bad crimes? Use the word especially bad crimes? Use the word “heinous.”“heinous.”

8. Do you agree with Lundstrom that 8. Do you agree with Lundstrom that the media perpetuates the the media perpetuates the stereotype of violent youths? stereotype of violent youths?

Page 25: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 8: First ReadActivity 8: First Read

The purpose of a first read is to read The purpose of a first read is to read “with the grain” or “playing the “with the grain” or “playing the believing game”believing game”

Annotate the Annotate the partsparts of the article (Hook, of the article (Hook, thesis, claims, conclusion), thesis, claims, conclusion), rhetorical rhetorical devicesdevices (ethos, pathos, logos, counter- (ethos, pathos, logos, counter-argument, syllogism, building common argument, syllogism, building common ground, etc.), ground, etc.), definitionsdefinitions of terms, of terms, and personal and personal reactions / connectionsreactions / connections

Page 26: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 8: Juvenile Case ChartActivity 8: Juvenile Case Chart

Create a chart with 4 columns and 6 Create a chart with 4 columns and 6 rowsrows

List the defendant in column 1List the defendant in column 1 List his or her age in column 2List his or her age in column 2 List details of his/her crime in column List details of his/her crime in column

33 List the sentence in column 4List the sentence in column 4 Here is a sample…Here is a sample…

Name Age Crime Sentence

Nathan Brazill 14 Killed his teacher

?????

Page 27: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 8: Rereading the TextActivity 8: Rereading the Text

In “Startling Finds…” article, be sure In “Startling Finds…” article, be sure you have labeled and identified the you have labeled and identified the following: introduction, the following: introduction, the issue/problem, arguments made, issue/problem, arguments made, examples given, conclusion.examples given, conclusion.

Now… look closely at the language Now… look closely at the language used throughout the article. Use a used throughout the article. Use a highlighter or circle the following highlighter or circle the following focus words:focus words:

Page 28: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 8Activity 8

Paragraph 2: dazed, immaturity, Paragraph 2: dazed, immaturity, quizzical, verdictsquizzical, verdicts

Paragraph 4: impulsive, erraticParagraph 4: impulsive, erratic Paragraph 6: abstract conceptsParagraph 6: abstract concepts Paragraph 7: massive, purged, Paragraph 7: massive, purged,

violent passions, rash, vastlyviolent passions, rash, vastly Paragraph 9: diminishedParagraph 9: diminished Paragraph 10: maelstrom, Paragraph 10: maelstrom,

accountability, startling, drasticaccountability, startling, drastic

Page 29: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 9: Consider the Structure of Activity 9: Consider the Structure of the Textthe Text

Page 30: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 9: Analyzing Stylistic Activity 9: Analyzing Stylistic ChoicesChoices

The choices writers make when they The choices writers make when they select certain words to construct select certain words to construct sentences create certain effects for sentences create certain effects for their readers!their readers!

Take a look at groups of words given Take a look at groups of words given and write an analysis for how the and write an analysis for how the reading audience would be reading audience would be influenced.influenced.

Page 31: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 10: Considering Structure Activity 10: Considering Structure of the Textof the Text

Read the first 3 paragraphs of Read the first 3 paragraphs of “Startling Finds on Teenage Brains.” “Startling Finds on Teenage Brains.” Listen to the sample precis.Listen to the sample precis.

Write a precis in your group for each Write a precis in your group for each of the following sections: paragraph of the following sections: paragraph 4, 5-7, 8-9, 10-114, 5-7, 8-9, 10-11

Page 32: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 11: Summarizing and Activity 11: Summarizing and RespondingResponding

Read and annotate “On Punishment Read and annotate “On Punishment and Teen Killers” and Teen Killers”

Write a summary and response (not Write a summary and response (not a precis) a precis)

Page 33: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activities 12 & 13Activities 12 & 13

skip!skip!

Page 34: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 14: Activity 14: Analyzing Stylistic ChoicesAnalyzing Stylistic Choices

The choices writers make when they choose The choices writers make when they choose words create certain effects for their readers. words create certain effects for their readers. Think about these words from Jenkin’s “On Think about these words from Jenkin’s “On Punishment and Teen Killers.” Put a plus (+) Punishment and Teen Killers.” Put a plus (+) next to the words and phrases that have a next to the words and phrases that have a positive connotation and a minus (-) next to the positive connotation and a minus (-) next to the words and phrases that have a negative words and phrases that have a negative connotation. If you aren’t certain of the connotation. If you aren’t certain of the meaning of a word, look it up and write a brief meaning of a word, look it up and write a brief definition or synonym next to the word in the definition or synonym next to the word in the list.list.

Page 35: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 14: Activity 14: Analyzing Stylistic ChoicesAnalyzing Stylistic Choices

Term Definition (approximate) +/-

culpability

lovingly

violence-loving culture

alarming

intelligent

bragging

traumatic

justice

enlightened

victim

repeat violent offenders

propaganda

nobility

misleading

Page 36: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 16: Activity 16: Summarizing and RespondingSummarizing and Responding

Exchange your Exchange your Summary/Response with a Summary/Response with a classmate. Carefully read it classmate. Carefully read it and respond to the questions and respond to the questions that follow.that follow.

Page 37: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 16: Activity 16: Summarizing and RespondingSummarizing and Responding

1.1.Does the writer include the author’s name in the first sentence Does the writer include the author’s name in the first sentence of the summary?of the summary?2.2.Does the writer include the title of the essay in the first Does the writer include the title of the essay in the first sentence of the summary?sentence of the summary?3.3.Is the title in quotation marks?Is the title in quotation marks?4.4.Does the first sentence clearly state the main idea of the Does the first sentence clearly state the main idea of the article? Also tell the author how to improve the first sentence: article? Also tell the author how to improve the first sentence: “You can improve your first sentence “You can improve your first sentence by_________________________________________.”by_________________________________________.”5.5.Does the writer include all of the important ideas or supporting Does the writer include all of the important ideas or supporting points from the essay? Specify which important point(s) were points from the essay? Specify which important point(s) were left out.left out.6.6.Does the writer use his/her own words? If the writer used the Does the writer use his/her own words? If the writer used the author’s words instead, give the paragraph or line number.author’s words instead, give the paragraph or line number.7.7.Does the writer keep his/her own opinions out of the summary? Does the writer keep his/her own opinions out of the summary? If so, specify where by giving a line or paragraph number that If so, specify where by giving a line or paragraph number that corresponds to the writer’s writing.corresponds to the writer’s writing.

Page 38: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 17: Thinking CriticallyActivity 17: Thinking Critically In your group, answer the following questions about the traditional In your group, answer the following questions about the traditional

rhetorical appeals that Garinger makes in “Juveniles Don’t Deserve rhetorical appeals that Garinger makes in “Juveniles Don’t Deserve Life Sentences.” Write down your group’s answers so you can Life Sentences.” Write down your group’s answers so you can share them with your classmates. share them with your classmates.

Group 1 Group 1 Questions about Logic (Logos) Questions about Logic (Logos) What are Garinger’s major claims and assertions? Do you agree What are Garinger’s major claims and assertions? Do you agree

with her claims? with her claims? What evidence does she use to support her claims? How relevant What evidence does she use to support her claims? How relevant

and valid do you think the evidence is? How sound is the and valid do you think the evidence is? How sound is the reasoning? Is there any claim that appears to be weak or reasoning? Is there any claim that appears to be weak or unsupported? Which one, and why do you think so? unsupported? Which one, and why do you think so?

Can you think of counterarguments that Garinger does not Can you think of counterarguments that Garinger does not consider? consider?

Do you think Garinger has left something out on purpose? Why? Do you think Garinger has left something out on purpose? Why? Do you think Garinger is trying to manipulate your emotions? In Do you think Garinger is trying to manipulate your emotions? In

what ways? At what point? what ways? At what point?

Page 39: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 17: Thinking CriticallyActivity 17: Thinking Critically In your group, answer the following questions about the traditional In your group, answer the following questions about the traditional

rhetorical appeals that Garinger makes in “Juveniles Don’t Deserve Life rhetorical appeals that Garinger makes in “Juveniles Don’t Deserve Life Sentences.” Write down your group’s answers so you can share them with Sentences.” Write down your group’s answers so you can share them with your classmates. your classmates.

Group 1 Group 1 Questions about the Writer (Ethos) Questions about the Writer (Ethos) What can you infer about Garinger from the text? Does What can you infer about Garinger from the text? Does

she have the appropriate background to speak with she have the appropriate background to speak with authority on the subject? Is she knowledgeable? authority on the subject? Is she knowledgeable?

What does the Garinger’s style and language tell you What does the Garinger’s style and language tell you about her? Can you trust her? about her? Can you trust her?

Questions about Emotions (Pathos) Questions about Emotions (Pathos) Does “Juveniles Don’t Deserve Life Sentences” affect Does “Juveniles Don’t Deserve Life Sentences” affect

you emotionally? What parts? you emotionally? What parts? Do you think Garinger is trying to manipulate your Do you think Garinger is trying to manipulate your

emotions? In what ways? At what point? emotions? In what ways? At what point?

Page 40: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 17: Thinking CriticallyActivity 17: Thinking Critically Group 2 Group 2 In your group, answer the following questions about the In your group, answer the following questions about the

traditional rhetorical appeals that Jenkins makes in “On traditional rhetorical appeals that Jenkins makes in “On Punishment and Teen Killers.” Punishment and Teen Killers.”

Questions about Logic (Logos) Questions about Logic (Logos) What are the writer’s major claims and assertions? Do What are the writer’s major claims and assertions? Do

you agree with her claims? you agree with her claims? What evidence does she use to support her claims? What evidence does she use to support her claims?

How relevant and valid do you think the evidence is? How relevant and valid do you think the evidence is? How sound is the reasoning. Is there any claim that How sound is the reasoning. Is there any claim that appears to be weak or unsupported? Which one, and appears to be weak or unsupported? Which one, and why do you think so? why do you think so?

Can you think of counterarguments that Jenkins does Can you think of counterarguments that Jenkins does not consider? not consider?

Do you think Jenkins has left something out on Do you think Jenkins has left something out on purpose? Why? purpose? Why?

Page 41: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 17: Thinking CriticallyActivity 17: Thinking Critically Group 2 Group 2 In your group, answer the following questions about the traditional In your group, answer the following questions about the traditional

rhetorical appeals that Jenkins makes in “On Punishment and Teen rhetorical appeals that Jenkins makes in “On Punishment and Teen Killers.” Killers.”

Questions about the Writer (Ethos) Questions about the Writer (Ethos) What can you infer about the Jenkins from the text? What can you infer about the Jenkins from the text?

Does she have the appropriate background to speak Does she have the appropriate background to speak with authority on the subject? Is she knowledgeable? with authority on the subject? Is she knowledgeable?

What does the writer’s style and language tell you What does the writer’s style and language tell you about her? Can you trust her? about her? Can you trust her?

Questions about Emotions (Pathos) Questions about Emotions (Pathos) Does “On Punishment and Teen Killers” affect you Does “On Punishment and Teen Killers” affect you

emotionally? What parts? emotionally? What parts? Do you think Jenkins is trying to manipulate your Do you think Jenkins is trying to manipulate your

emotions? In what ways? At what points? emotions? In what ways? At what points?

Page 42: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 18: Thinking Critically -Activity 18: Thinking Critically -Student-led DiscussionStudent-led Discussion

Using your annotated copy of “Greg Ousley is Using your annotated copy of “Greg Ousley is Sorry for Killing His Parents,” write three questions Sorry for Killing His Parents,” write three questions that you would like to discuss with other students that you would like to discuss with other students in your class. These questions should be about in your class. These questions should be about significant issues that the article raises and should significant issues that the article raises and should not have a right or wrong answer. An example is not have a right or wrong answer. An example is the question below: the question below:

Example: Example: Can our knowledge about the Can our knowledge about the development of the teenage brain help us development of the teenage brain help us understand why Greg Ousley killed his parents and understand why Greg Ousley killed his parents and why he behaved the way he did afterwards? why he behaved the way he did afterwards?

Page 43: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 18: Thinking Critically -Activity 18: Thinking Critically -Student-led DiscussionStudent-led Discussion

In your group, select two discussion leaders. Their In your group, select two discussion leaders. Their responsibility is to call on people to talk and to responsibility is to call on people to talk and to make sure that everyone in your group participates make sure that everyone in your group participates in the discussion. They are not responsible for in the discussion. They are not responsible for knowing the right answer. Your teacher will give knowing the right answer. Your teacher will give your group questions from the ones that the your group questions from the ones that the students in your class have developed. students in your class have developed.

After the discussion, your teacher will give you After the discussion, your teacher will give you feedback on how well your group used academic feedback on how well your group used academic language and collaborated on answering the language and collaborated on answering the questions. questions.

Page 44: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 19:Activity 19:Reflecting on Your Reading ProcessReflecting on Your Reading Process

You have now read four texts that are part of the You have now read four texts that are part of the conversation that has taken place over the last decade conversation that has taken place over the last decade about how juveniles who commit serious crimes, about how juveniles who commit serious crimes, including murder, should be treated in the justice including murder, should be treated in the justice system.system.

What have you learned from joining this conversation?What have you learned from joining this conversation? What do you want to learn next?What do you want to learn next? What reading strategies did you use to read the texts? What reading strategies did you use to read the texts?

Which strategies will you use in reading other texts? Which strategies will you use in reading other texts? How will these strategies apply in other classes?How will these strategies apply in other classes?

In what ways has your ability to read and discuss texts In what ways has your ability to read and discuss texts like this one improved?like this one improved?

Page 45: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 20: Activity 20: Taking a Stance—Trying on Taking a Stance—Trying on Words, Perspectives, and IdeasWords, Perspectives, and Ideas

Imagine that the four authors of the texts you have read are in a Imagine that the four authors of the texts you have read are in a room together. Pretend you are one author, and respond to the room together. Pretend you are one author, and respond to the following statements made by another author. As you compose the following statements made by another author. As you compose the response, refer to the readings and make sure you can support response, refer to the readings and make sure you can support your answer from the author’s text, but paraphrase the author’s your answer from the author’s text, but paraphrase the author’s position in your own words. position in your own words. Do not quote the author’s exact words.Do not quote the author’s exact words.““The actual science (about teenage brain development) The actual science (about teenage brain development) does not ... in any way negate criminal culpability.” does not ... in any way negate criminal culpability.” Jennifer Bishop JenkinsJennifer Bishop JenkinsWhat would Thompson say to Jenkins?What would Thompson say to Jenkins?““Young people … cannot be held to the same standards Young people … cannot be held to the same standards when they commit terrible wrongs.” Gail Garingerwhen they commit terrible wrongs.” Gail GaringerWhat would Lundstrom say to Garinger?What would Lundstrom say to Garinger?

Page 46: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 20: Activity 20: Taking a Stance—Trying on Taking a Stance—Trying on Words, Perspectives, and IdeasWords, Perspectives, and Ideas

Imagine that the four authors of the texts you have read are in a room together. Pretend you Imagine that the four authors of the texts you have read are in a room together. Pretend you are one author, and respond to the following statements made by another author. As you are one author, and respond to the following statements made by another author. As you compose the response, refer to the readings and make sure you can support your answer from compose the response, refer to the readings and make sure you can support your answer from the author’s text, but paraphrase the author’s position in your own words. the author’s text, but paraphrase the author’s position in your own words. Do not quote the Do not quote the author’s exact words.author’s exact words.

““Do the studies [on brain development] help explain the impulsive, Do the studies [on brain development] help explain the impulsive, erratic behavior of teens?” Paul Thompsonerratic behavior of teens?” Paul ThompsonHow would Jenkins answer Thompson’s question?How would Jenkins answer Thompson’s question?““Teens are being tried and sentenced to prison for murder at Teens are being tried and sentenced to prison for murder at alarming rates in the United States.” Jennifer Bishop Jenkinsalarming rates in the United States.” Jennifer Bishop JenkinsHow would Garinger respond to Jenkins’s assertion?How would Garinger respond to Jenkins’s assertion?““But the zeal to corral wildly troubled, ever-younger kids and ram But the zeal to corral wildly troubled, ever-younger kids and ram them through the adult system belies everything that the juvenile them through the adult system belies everything that the juvenile justice system is all about: that kids are different.” Marjie Lundstromjustice system is all about: that kids are different.” Marjie LundstromWhat would Jenkins say to Lundstrom?What would Jenkins say to Lundstrom?Now look at the quickwrite that you wrote at the beginning of this Now look at the quickwrite that you wrote at the beginning of this module.module.

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Quickwrite Quickwrite (five minutes)(five minutes) If you committed a serious crime, do If you committed a serious crime, do

you think it would be fair for you to be you think it would be fair for you to be punished the same way as an adult punished the same way as an adult who committed the same crime? who committed the same crime?

On the same page, respond to the On the same page, respond to the following questions: following questions: How have your views changed or How have your views changed or

developed? developed? What is your position now? What is your position now?

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Activity 21:Activity 21:On-Demand Writing Assignment On-Demand Writing Assignment On June 25, 2012, the Supreme Court ruled that On June 25, 2012, the Supreme Court ruled that juveniles who committed murder could not be juveniles who committed murder could not be sentenced to life in prison because it violated the sentenced to life in prison because it violated the Eighth Amendment’s ban on cruel and unusual Eighth Amendment’s ban on cruel and unusual punishment. Justice Elena Kagan, writing for the punishment. Justice Elena Kagan, writing for the majority, stated that “Mandatory life without parole for majority, stated that “Mandatory life without parole for a juvenile precludes consideration of his chronological a juvenile precludes consideration of his chronological age and its hallmark features—among them, age and its hallmark features—among them, immaturity, impetuosity, and failure to appreciate risks immaturity, impetuosity, and failure to appreciate risks and consequences. It prevents taking into account the and consequences. It prevents taking into account the family and home environment that surrounds him— family and home environment that surrounds him— and from which he cannot usually extricate himself—no and from which he cannot usually extricate himself—no matter how brutal or dysfunctional.” matter how brutal or dysfunctional.”

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Activity 21:Activity 21:On-Demand Writing Assignment On-Demand Writing Assignment However, four justices strongly disagreed, However, four justices strongly disagreed, arguing that mandatory sentences reflected arguing that mandatory sentences reflected the will of American society that heinous the will of American society that heinous crimes committed by juveniles should always crimes committed by juveniles should always be punished with a sentence to life in prison. be punished with a sentence to life in prison. Justice Alito noted that otherwise, “Even a Justice Alito noted that otherwise, “Even a 17½-year-old who sets off a bomb in a 17½-year-old who sets off a bomb in a crowded mall or guns down a dozen students crowded mall or guns down a dozen students and teachers is a ‘child’ and must be given a and teachers is a ‘child’ and must be given a chance to persuade a judge to permit his chance to persuade a judge to permit his release into society…” release into society…”

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Activity 21:Activity 21:On-Demand Writing AssignmentOn-Demand Writing Assignment

Write an essay analyzing the issues raised Write an essay analyzing the issues raised by these arguments. Be sure to indicate by these arguments. Be sure to indicate which side you most strongly agree with. which side you most strongly agree with. Support your position, providing reasons Support your position, providing reasons and examples from your own experience and examples from your own experience and observations, discussions you have and observations, discussions you have participated in, and texts you have read for participated in, and texts you have read for this module. Your essay should be as clearly this module. Your essay should be as clearly focused, well organized, and carefully focused, well organized, and carefully written as you can make it. written as you can make it.

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Activity 21:Activity 21:On-Demand Writing AssignmentOn-Demand Writing Assignment

Questions such as the ones below will help you Questions such as the ones below will help you plan what you want say before you begin to plan what you want say before you begin to draft your essay. draft your essay. Do you agree with the majority of Supreme Do you agree with the majority of Supreme Court justices who argued to abolish mandatory Court justices who argued to abolish mandatory life in prison for juveniles who commit murder or life in prison for juveniles who commit murder or with the minority who argued to retain it? with the minority who argued to retain it? Which author or authors that we have read Which author or authors that we have read support your position? What evidence do they support your position? What evidence do they provide? provide?

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Activity 21:Activity 21:On-Demand Writing AssignmentOn-Demand Writing Assignment Which author or authors support those Which author or authors support those

who disagree with you? What evidence who disagree with you? What evidence do they provide? do they provide?

Sketch out a plan for the arguments and Sketch out a plan for the arguments and evidence you will use in your essay.evidence you will use in your essay.

Write a working thesis. After you have Write a working thesis. After you have finished your essay, reread your thesis finished your essay, reread your thesis statement and revise it if necessary.statement and revise it if necessary.

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Page 54: Expository Reading & Writing Juvenile Justice Dr. Fleming

Activity 12: Web WorkActivity 12: Web Work

Do a Web search for Proposition 21, Do a Web search for Proposition 21, the California proposition that gave the California proposition that gave prosecutors the power to decide prosecutors the power to decide whether juveniles should be charged whether juveniles should be charged as adults for certain crimes. as adults for certain crimes.

Read the arguments for and against Read the arguments for and against the proposition, and consider your the proposition, and consider your findings during Activity 13: Thinking findings during Activity 13: Thinking Critically Socratic Seminar!Critically Socratic Seminar!