1. Text Survey and Predictions
Juvenile Justice
Text Survey and Predictions

2. Survey the Text
What do the titles “Kids are Kids – Until they Commit Crimes” and “Startling Finds on Teenage Brains” tell you the articles will be about?
Which do you think will be more formal and difficult to read?
What positions do you think these two authors will take on these issues?

3. Predictions: “Kids are Kids – Until they Commit Crimes”
I’ll read the first 3 paragraphs so you can answer:
What do you think it will be about?
What do you think is the purpose of this text?
Who do you think is the intended audience?
Turn the article title into a question you can answer as you read the essay
Read to paragraph 6 and answer the following: What is Lundstrom’s opinion on the topic of juvenile crime?

4. Key Vocabulary
Here is a semantic map for “juvenile crime” –brainstorm a list of related words in your notes
Causes
Kinds of crime
Juvenile Crime
Punishment

5. Vocabulary Self-Assessment Chart
“Startling Finds on Teenage Brains”
Vocabulary Word
I know it
I don’t know it
Define the word in your own words – use the dictionary as necessary
1. verdicts (2) X
Decisions in a trial
2. Cognitive development (3)
The development of thinking and judgment
… (Do this for all of the words from both texts)

6. Vocabulary Self-Assessment Chart
From “Startling Finds on Teenage Brains”
impulsive (4)
erratic (4)
purged (7)
inhibit (7)
diminished (9)
accountability (11)
homicidal (11)
From “Kids are Kids”
inconsistency (6)
quandary (7)
heinous (14)
coddling (14)
perpetuating (20)

7. First Reading:
Read both articles “with the grain” to understand the main idea.
At the end of the article, write 1-2 sentences explaining the main idea of the article.

8. Second Reading: As you read
Highlight the text showing the arguments for and against the death penalty for young killers (Use different colored highlighters or + and – signs). Label the arguments as ethos, pathos, or logos.
In the margin: Annotate by adding questions on the left and comments on the right.

9. Charting the Texts: As you read these articles, fill out a graphic organizer like this.
Defendant
Age
Crime
Conviction or Sentence

10. Focused Questions
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 that you know. Do you think that demeanor would cause a jury to be lenient? 4. Do you think execution should be banned for some age groups of juveniles? Which ones?

11. More Focused Questions
5. What factors do you think juries should take into account when they sentence juveniles? 6. Do you agree with Lundstrom that it’s inconsistent to deny privileges like voting and drinking to teenagers but then 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 youth?

12. Rhetorical Appeals – Find evidence in the articles and evaluate its impact
“Supreme Court to Rule on Executing Young Killers”
Example for Logos: “The plummeting number of such death sentences – there were two last year – lends weight to the argument that putting youths on death row amounts to cruel and unusual punishment” (4). This is a logical argument against the idea of treating juveniles as adults. It implies that most jurors refuse to apply the death penalty to juveniles because they feel that the punishment is too severe for someone who is not yet fully mature.
Now you do the same thing for Pathos and Ethos in the article:
Pathos: (Look for emotional arguments and loaded words)
Ethos: (Look for evidence from a credible source, such as a judge or attorney)

13. Rhetorical Appeals – Find evidence in the articles and evaluate its impact
“Kids are Kids – Until They Commit Crimes”
Logos: (Look for logical arguments, such as statistics)
Pathos: (Look for emotional arguments and loaded words)
Ethos: (Look for evidence from a credible source, such as a judge or attorney)

14. Reading “Juveniles Don’t Deserve Life Sentences” by Gail Garinger
“Startling Finds on the Teenage Brain” by Paul Thompson.

15. As you read… Annotate the text.
Ask questions, express surprise, disagree, elaborate, note any moments of confusion or curiosity.
Write what pops into your head! Don’t over-think it.

16. Denotation and Connotation
Denotation: The most specific or direct meaning of a word. The dictionary definition of the word.
Connotation: The idea or meaning suggested by or associated with a word or thing. This term deals with the feeling that a word provoke.

17. Examples Slender vs. Skinny Thrifty vs. Cheap Aroma vs. Smell
Animal vs. Beast
Some words just sound “nicer” than others.
Some words are “loaded” with meaning.

18. Loaded Words Discuss: What do these words suggest about teenagers?
Massive
Wildfire
Purged
Violent passions
Rash actions
Vastly immature
Erratic behavior
Maelstrom
Reckless
Startling
Delicate
Drastic
Discuss: What do these words suggest about teenagers?

19. Summary
Write a six sentence summary of “Juveniles Don’t Deserve Life Sentences” by Gail Garinger.
Make sure your summary includes the most significant information from the text.

20. Discussion Questions
Develop 5 discussion questions about any topic from the texts that we have read.
Your questions should be level-two and three questions that can be discussed thoroughly and debated with other students in the classroom.