- Pre-read text and make predictions
- Identify an author's purpose and intended audience for text and video
- Synthesize main ideas presented in text or video
- Practice gathering facts vs. opinions for research
- Annotate text by (1) substituting challenging vocabulary for other words for understanding (2) pin-pointing the main idea(s), (3) highlighting and noting potential evidence that can be used in an essay (3) asking questions to the author of the text.
- Identify and comment on the use of logical, emotional, and ethical appeals by an author or videographer.
- Juvenile Justice Student Guide
- Juvenile Justice Statistics (DOJ)
- Startling Finds on Teenage Brains
- Juveniles Tried as Adults up 170%
- Computers with internet to access PBS Frontline: Juvenile Justice
Set Up and Prepare
Teachers will guide students through the tackling of text over the course of 1-2 weeks as research to answer an essential question of: If a teen commits a crime, would justice be served if he/she were punished like an adult who commits the same crime?
The materials listed above are included on this webpage. My suggested pacing for this lesson is as follows:
Ongoing task: (Pg 6) Making Predictions and asking questions (use with all text)
Days 2-4 of this lesson: (Pg 7) Chart of Defendants' Crimes & Sentences: Juvenile Justice
Days 5-6 of this lesson: (Pg 9) Startling Finds on Teenage Brains Vocabulary Development (Pg 10) Interpretation and Reflection Questions (Thompson article)
Day 7 of this lesson: (Pg 11) Interpretation and Reflection Questions (Hernandez article)
Days 8-10 of this lesson (Pg 8) Chart of Defendants' Crimes & Sentences: When Kids...
As an ongoing practice:
- Refer to page 6 in the Juvenile Justice Student Guide and display (via document camera or overhead)
- Inform students that for all text they use in this unit, they will be answering the questions on page 6 before, during, and after reading.
- Discuss the ideas of author's purpose and intended audience with students
- Provide guided practice with one short article (teacher's discretion) or use the article, Startling Finds on Teenage Brain by Paul Thompson, included in this unit.
- For these days, students will need access to computers or teachers can print transcripts from the website: PBS Frontline: Juvenile Justice
- Students need to complete the tasks on the Making Predictions and Asking Questions page (page 6 of the Juvenile Justice Student Guide) first
- Students will complete the chart on page 7 of the Juvenile Justice Student Guide titled Chart of Defendants' Crimes and Sentences—PBS Frontline: Juvenile Justice.
- Print and photocopy the article, Startling Finds on Teenage Brain by Paul Thompson so that each student has their own copy.
- Instruct students to find the words on page 9 of their Juvenile Justice Student Guide in the article to provide synonyms for them for assistance in reading the text.
- Ask students to preview the questions on page 10 of the Juvenile Justice Student Guide.
- Provide instruction on what logical, ethical, and emotional appeals are in argumentative or persuasive text. For assistance, see http://www.uwc.ucf.edu/Writing%20Resources/Handouts/appeals.htm
- Ask students to read in small groups
- Lead discussion of the use of appeals by Paul Thompson and collectively answer the questions on page 10.
- Print and photocopy the article, Juveniles Tried as Adults Up 170% by Raul Hernandez so that each student has their own copy.
- Ask students to preview the questions on page 11 of the Juvenile Justice Student Guide.
- Provide review on what logical, ethical, and emotional appeals are in argumentative or persuasive text. For assistance, see http://www.uwc.ucf.edu/Writing%20Resources/Handouts/appeals.htm
- Ask students to read in small groups
- Students should work in pairs to answer the questions on page 11.
- Students will need to watch several chapters from the episode When Teens Get Life from the PBS series, FRONTLINE. The entire episode can be viewed online at Scholastic.com
- Although the episodes somewhat intertwine with each other, there are five distinct cases that students should investigate: Jacob Ind, Erik Jensen, Nathan Ybanez, Andy Medina, and Trevor Jones
- If you can secure a computer lab or access to multiple computers, I encourage teachers to have students view these videos at school to provide clarification to students during viewing, assistance in completing the chart on page 8, etc.
- If students need to access these videos outside of school, please provide in-class preview and context to each case listed above.
- If students do not have access to computers or the internet at home here are some other options:
- Purchase the DVD of the series by visiting http://www.pbs.org/wgbh/pages/frontline/whenkidsgetlife/etc/tapes.html
- Watch the online episode in class using a computer/LCD connection
- Download the textual transcript in lieu of the video at http://www.pbs.org/wgbh/pages/frontline/whenkidsgetlife/etc/tapes.html
- Students should INDIVIDUALLY complete the chart on page 8 of the Juvenile Justice Student Guide as they view or read the episode.
- At the end of reading all the articles viewing the FRONTLINE episode, ask students to revisit their initial thoughts they wrote in their thought bubble (page 2 of the Juvenile Justice Student Guide) on the essential question, If a teen commits a crime, would justice be served if he/she were punished like an adult who commits the same crime?
- As a quick write or exit slip activity, pose the question again and ask if their thoughts have changed. Ask them to cite a specific resource (article, etc.) that really moved them.