1. California State University Expository Reading & Writing Course Is it appropriate and fair for a juvenile to be tried as an adult?

3. + Prereading: Introducing Key Conepts

4. Identifying coordinating words and logical relationships Identify the coordinating word and identify the relationship it expresses in the following sentences. 1. Robert Acuna was very nonchanlant, and he laughed at inappropriate things. Logical relationship: 2. His behavior alienated the jury, but he may not have understood what was happening. Logical relationship: 3. Does the small number of juveniles sentenced to Death Row show that the system is working, or does it show that the punishment is cruel and unusual? Logical relationship: 4. Jurors may not believe research about teenage brains, so they may feel that juveniles should be sentenced like adults. Logical relationship: 5. What is the punctuation rule for all the sentences above? 6.1 Exercise 2: Text-Based Grammar for ERW

5. Legal Terms Vocabulary Definitions of legal terms for killing someone are provided below. Study them and explain the differences in your own words. After you have studied the terms and their definitions, read the scenarios and complete the empty box in the table, “Matching Activity,” by writing down the legal term for the crime described. 1. Homicide: is the killing of one person by another, either intentionally or unintentionally. Homicide includes accidents and murder. 2. Murder: is killing someone with malice of forethought. It could be done while committing another crime. Murder is always illegal. 3. First-degree murder: is killing a person with malice of forethought; the killing was planned. It was done deliberately. 4. Second-degree murder: is a killing done during a crime deemed dangerous to a human life. The crime was most likely not committed with the intention of killing. 5. 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 love because of jealousy), the intention was to kill. However, there was no malice of forethought because it was not planned. 6. 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. Activity 2: Introducing Key Concepts:

6. Matching Activity Activity 3: Introducing Key Concepts: Actual SituationCrime or Conviction (choose one) Punishment or Sentencing 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. First-degree murder Second-degree murder Voluntary manslaughter Involuntary manslaughter Sentenced to life in prison without parole

7. Matching Activity Activity 3: Introducing Key Concepts: Actual SituationCrime or Conviction (choose one) Punishment or Sentencing 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. First-degree murder Second-degree murder Voluntary manslaughter Involuntary manslaughter Sentenced to three years in prison after being tried as an adult

8. Matching Activity Activity 3: Introducing Key Concepts: Actual SituationCrime or Conviction (choose one) Punishment or Sentencing 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. First-degree murder Second-degree murder Voluntary manslaughter Involuntary manslaughter Sentenced to six years in prison

9. Matching Activity Activity 3: Introducing Key Concepts: Actual SituationCrime or Conviction (choose one) Punishment or Sentencing 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. First-degree murder Second- degree murder Voluntary manslaughter Involuntary manslaughter Sentenced to 15 years to life

10. Surveying the Text “Kids Are Kids” was published in the Sacramento Bee in 2001. “Startling Finds on Teenage Brains” was published in the same paper also in 2001. 1. What do the titles “Kids are Kids—Until They Commit Crimes” and “Startling Finds on Teenage Brains” tell you about the topics of these articles? 2. How do you think the articles will be the same? 3. How do you think they will be different? 4. Write a question that you have about the themes (5+ sent.) “Kids are Kids” sound like it will discuss… “Startling Finds” sounds like it will address how… I think both articles will be about… The author might think… Activity 4: Surveying the Text

11. The Brain’s Vital Statistics: Adult weight: about 3 pounds Adult size: a medium cauliflower Number of neurons: 100 billion Number of synapses: (the gaps between neurons) about 100 trillion Number of capillaries: (tiny blood vessels) about 400 billion Activity 4: Surveying the Text

12. Making Predictions and Asking Questions Listen as we read the first three paragraphs of “Startling Finds on Teenage Brains,” and then answer the following questions: 1. Now that you’ve listened to the first three paragraphs of “Startling Finds,” what do you think it is going to be about? 2. What do you think is the purpose of this text? 3. Who do you think is the intended audience for this piece? How do you know this? 4. Turn the title into a question to answer. Now read the first six paragraphs of “Kids Are Kids silently. 5. What is Lundstrom’s opinion on the topic of juvenile crime? 6. Turn the title into a question to answer. Activity 5: Making Predictions and Asking Questions

13. Juvenile CrimeLegal System Create semantic maps for the words “juvenile crime” and “legal system.”  Brainstorm a list of 15+ different words or phrases that relate to “juvenile crime.”  Sort these words into three categories, and label each one on your graphic organizer.  Complete the same process for “legal system.” Activity 6: Introducing Key Vocabulary UNDERSTANDING KEY VOCABULARY

14. Connecting Ideas Using Subordination Identify the subordinating word and identify the relationship it expresses in the following sentences. 1. Whenever a teenager commits a brutal crime, it attracts great publicity. Logical relationship: 2. Since age can shape every aspect of a capital case, questions are raised about how reliable and consistent jurors have been. Logical relationship: 3. Although some jurors believe that adolescents have diminished responsibility, others view them as a terrible danger to society. Logical relationship: 4. Jurors observe juvenile offenders closely so that they can draw conclusions about their guilt. Logical relationship: 5. Why do some of the sentences have commas and others do not? What is the punctuation rule? 6.2 Exercise 3: Text-Based Grammar for ERW

15. Vocabulary Self-Assessment Chart The words in the self-assessment chart are from the texts you will read. Indicate how well you know the word, and define it if you can. Fill in missing definitions when you discuss the words with your class.

16. First Reading The first reading of an essay is intended to help you understand the text and confirm your predictions. This step is called reading “with the grain” or “playing the believing game.” As you read, think about the following questions:  Which of your predictions turned out to be true?  What surprised you?  If your predictions turned out to be wrong, what in the text misled you?  Can you answer the question you created from the title?  What, if anything, is still confusing to you? Activity 6: First Reading

17. Recent Cases of Juvenile Crime DefendantAgeCrimeSentence As you read “Startling Finds on Teenage Brains” and “Kids are Kids,” you will find that the two articles discuss four recent cases in which teenagers were tried as adults for violent crimes. 1.Fill out the graphic organizer based on those cases 2.Highlight places in the text in each article where arguments are made for and against punishing juveniles like adults Activity 6: First Reading Continued

18. Looking Closely at Language 1. Do you think that sentencing juvenile killers to the death penalty is a “cruel and unusual” punishment? Use “constitutional” or “unconstitutional” in your answer. 2. Should juveniles be punished less harshly than adults? Use “leniently” in your answer. 3. Describe the demeanor of a teenager you know. Do you think that such a demeanor would cause a jury to be lenient? 4. Do you think execution should be banned for some age groups of juveniles? Which age groups? Activity 7: Looking Closely at Language

19. Looking Closely at Language 5. What factors do you think juries should take into account when they sentence juveniles? 6. Do you agree with Lundstrom that it is inconsistent to deny privileges like voting and drinking to teenagers but then to sentence them as adults? Why? 7. Do you think juveniles should be tried as adults if they commit especially bad crimes? Use the word “heinous” in your answer. 8. Do you agree with Lundstrom that the media perpetuates the stereotype of violent youths? Why? Activity 7: Looking Closely at Language (continued)

20. Reading the Text As you read “Kids are Kids” and “Startling Finds on Teenage Brains,” make marginal notations. Activity 8: Reading the Text Label the following in the left-hand margin: In the right-hand margin, write your reactions to what the author is saying. The introduction The issue or problem the author is writing about The author’s main arguments The author’s examples The author’s conclusion ask questions express surprise disagree elaborate note any moments of confusion

21. Analyzing Stylistic Choices “Startling Finds on Teenage Brains” is about scientific research conducted at UCLA and the National Institutes of Health, but Thompson does not use dry, scientific language. 1. Why does Thompson chose the following words to describe teenage behavior and what happens to teenage brains? 2. What does Thompson want readers to understand about the changes in the teenage brain? Give an example to support. 3. How does Thompson feel about the development of the brain? 4. Thompson’s sentences are fairly long and complex, but the last sentence in paragraph 6 is short. Why? What is the effect? Activity 9: Analyzing Stylistic Choices Paragraph 7Paragraph 9Paragraph 10 Massive Violent passions Wildfire Rash actions Purged Vastly Immature Erratic BehaviorMaelstrom Delicate Reckless actions Drastic Startling Sentences “So far, all well and good.”

22. Structure of a Text Create a descriptive outline of “Startling Finds on Teenage Brains” by describing the content and purpose of each section. The first section as been done as an example.  Content and Purpose: Paragraphs 1-3 (C) Nathaniel Brazill, a fourteen-year-old, was tried as an adult and found guilty of second-degree murder in the killing of his teacher. But research on the brain has shows that young teens are not adults in terms of development. (P) The purpose is to raise the question of whether teenagers should be tried as adults. Content and Purpose: Paragraph 4 Content and Purpose: Paragraph 5-7 Content and Purpose: Paragraph 8-9 Activity 10: Considering the Structure of a Text

23. Mapping the Content Cluster the text’s ideas by:  Draw a circle in the center of a blank page and label it with the text’s main idea.  Draw a picture of the argument.  Record the text’s supporting ideas on branches that connect to the central idea.  How do the ideas relate to one another? Map the connections by drawing symbols next to similar ideas and/or connecting them with arrows/lines that explain the connections.  Gallery walk Activity 10: Considering the Structure of a Text Continued

24. Summarizing and Responding  In many situations, you will not have to provide the level of detail that the original writer did. At such times, you should summarize, or remove minor details. A summary should be a short version of a longer original source. Its main goal is to present a large amount of information in a short and concise text that includes only the most important ideas of the original text.  The basic order of the original text and facts are maintained. However, some words can be changed to close synonyms.  Write a 6-8 sentence summary of “Many Kids Called Unfit for Adult Trial” by Greg Krikorian. *Use 10 of the new words you learned from either article Activity 11: Summarizing and Responding

25. Web Work  Do a Web search for Proposition 21, the California proposition that gave prosecutors the power to decide whether juveniles should be charged as adults for certain crimes.  http://primary2000.sos.ca.gov/voterguide/propositi ons/21.htm  Read the arguments for and against the proposition, and then consider the questions in the next activity about Krikorian and Thompson’s articles so you can see a range of possible arguments. Activity 12: Web Work

26. Thinking Critically  Group 1: In your group, answer the questions about the traditional rhetorical appeals that Greg Krikorian makes in “Many Kids Called Unfit for Adult Trial.” Write down your group’s answers so you can share them with your classmates.  Group 2: In your group, answer the questions about the traditional rhetorical appeals that Thompson makes in “Startling Finds.” Write down your group’s answers so you can share them with your classmates. Activity 13: Thinking Critically

27. In Class Essay  Should teenagers accused of violent crimes be tried and sentenced as adults? Why or why not?  Be sure to refer to and cite the readings and your Web-based research. You may also use examples from your personal experience or observations. Activity 15: Persuasive Essay