1. Open Letter
***Peer-edit rough drafts
***Final draft due: tonight before midnight
Objective: Students will use reliable sources to support their stance on whether or not juveniles should ever be tried as adults.
Tuesday, March 5th
1. Journal #6 - Bland Sentences
2. Open Letter
***Rough draft due: Thursday, March 7th (ready to peer-edit at the beginning of the period)!
***Final draft due: Thursday, March 7th (before midnight)!
Objective: Students will use reliable sources to support their stance on whether or not juveniles should ever be tried as adults.
***Rough draft due: Thursday, March 7th (ready to peer-edit at the beginning of the period)!
***Final draft due: Thursday, March 7th (before midnight)!
Objective: Students will use reliable sources to support their stance on whether or not juveniles should ever be tried as adults.
Monday, March 4th
1. Continue to work on Open Letter
***Rough draft due: Thursday, March 7th (ready to peer-edit at the beginning of the period)!
***Final draft due: Thursday, March 7th (before midnight)!
Objective: Students will use reliable sources to support their stance on whether or not juveniles should ever be tried as adults.
***Rough draft due: Thursday, March 7th (ready to peer-edit at the beginning of the period)!
***Final draft due: Thursday, March 7th (before midnight)!
Objective: Students will use reliable sources to support their stance on whether or not juveniles should ever be tried as adults.
Friday, March 1st
1. Continue to work on Open Letter
***Open Letter Examples
***Open Letter Rubric
***Rough draft due: Thursday, March 7th (ready to peer-edit at the beginning of the period)!
***Final draft due: Thursday, March 7th (before midnight)!
Objective: Students will synthesize information from multiple perspectives and write a strong open letter about juvenile justice.
***Open Letter Examples
***Open Letter Rubric
***Rough draft due: Thursday, March 7th (ready to peer-edit at the beginning of the period)!
***Final draft due: Thursday, March 7th (before midnight)!
Objective: Students will synthesize information from multiple perspectives and write a strong open letter about juvenile justice.
Thursday, February 29th
1. Introduce and discuss essay topic for the juvenile justice module
***Complete questions and begin drafting an outline
***Complete questions and begin drafting an outline
***Tips and Outline
***Rough draft due: Thursday, March 7th (ready to peer-edit at the beginning of the period)!
***Final draft due: Thursday, March 7th (before midnight)!
Objective: Students will synthesize information from multiple perspectives and organize an outline for their open letter.
***Final draft due: Thursday, March 7th (before midnight)!
Objective: Students will synthesize information from multiple perspectives and organize an outline for their open letter.
Tuesday, February 27th
1. Finalize and submit the Synthesizing Multiple Perspectives Chart (in Classroom)
***Add "Juvenile InJustice...", "Young Kids, Hard Time" and "Furious"
2. Work on missing assignments from the Juvenile Justice unit
*** The last day to submit missing assignments/ late work is Friday, March 1st
Objective: Students will synthesize information from multiple perspectives.
Objective: Students will synthesize information from multiple perspectives.
Monday, February 26th
1. "Furious" by C.R.
***Listen, illustrate, discuss, respond
***Listen, illustrate, discuss, respond
Objective: Students will read and analyze the poem "Furious".
Friday, February 23rd
1. Journal #5 - Letter
2. Four Corner Debate
Objective: Students will present sound arguments during the Four Corner Debate in class today.
Objective: Students will present sound arguments during the Four Corner Debate in class today.
Thursday, February 22nd
1. Watch and discuss "Young Kids, Hard Time"
***notes
***"Young Kids, Hard Time" - Where are they now?
2. "Juvenile InJustice: Charging Youth as Adults is Ineffective, Biased,and Harmful"
***Finish preparing for the Four Corner Debate on Friday
Objective: Students will prepare sound arguments for a Four Corner Debate in class on Friday.
***notes
***"Young Kids, Hard Time" - Where are they now?
2. "Juvenile InJustice: Charging Youth as Adults is Ineffective, Biased,and Harmful"
***Finish preparing for the Four Corner Debate on Friday
Objective: Students will prepare sound arguments for a Four Corner Debate in class on Friday.
Tuesday, February 20th
1. Journal #4 - Mary Johnson and Oshea Isreal
2. "Juvenile InJustice: Charging Youth as Adults is Ineffective, Biased, and Harmful"
***Read the article and begin preparing for the Four Corner Debate on Friday
2. "Juvenile InJustice: Charging Youth as Adults is Ineffective, Biased, and Harmful"
***Read the article and begin preparing for the Four Corner Debate on Friday
Objective: Students will prepare sound arguments for a Four Corner Debate in class on Friday.
Friday, February 16th
1. Synthesizing Multiple Perspectives - Charting Multiple Texts
***Complete for "Jennifer Bishop Jenkins...", "Stick-Up Kid", "and "Beautiful Brains"
2. Work on missing assignments/ Amnesty Day
***Complete for "Jennifer Bishop Jenkins...", "Stick-Up Kid", "and "Beautiful Brains"
2. Work on missing assignments/ Amnesty Day
Objective: Students will synthesize information from multiple perspectives.
Thursday, February 15th
1. Journal #3 - Rehabilitation
2. Finish "Beautiful Brains" by: David Dobbs
***Read, highlight, margin, discuss
***Complete the assignment and submit in Classroom
Objective: Students will begin to understand how the development of the prefrontal cortex of the brain impacts decision-making and risk-taking behaviors in teens.
2. Finish "Beautiful Brains" by: David Dobbs
***Read, highlight, margin, discuss
***Complete the assignment and submit in Classroom
Objective: Students will begin to understand how the development of the prefrontal cortex of the brain impacts decision-making and risk-taking behaviors in teens.
Tuesday, February 13th
1. Discuss the teenage brain
***prefrontal cortex
***executive function
***Why the teenage brain has an evolutionary advantage
2. Begin "Beautiful Brains" by: David Dobbs
***Read, highlight, margin, discuss
***Complete pages 1-3 (we will finish the article together on Thursday)
Objective: Students will begin to understand how the development of the prefrontal cortex of the brain impacts decision-making and risk-taking behaviors in teens.
***prefrontal cortex
***executive function
***Why the teenage brain has an evolutionary advantage
2. Begin "Beautiful Brains" by: David Dobbs
***Read, highlight, margin, discuss
***Complete pages 1-3 (we will finish the article together on Thursday)
Objective: Students will begin to understand how the development of the prefrontal cortex of the brain impacts decision-making and risk-taking behaviors in teens.
Friday, February 9th
1. Journal #2 - Freedom
2. "Stickup Kid"
*** Discussion Questions
Objective: Students will be able to engage critically with the documentary "Stickup Kid".
*** Discussion Questions
Objective: Students will be able to engage critically with the documentary "Stickup Kid".
Thursday, February 8th
1. Synthesizing Multiple Perspectives - Charting Multiple Texts
***Complete for "Wrestling Defense..." and "Should 11 Year Olds..."
2. "Jennifer Bishop Jenkins on Punishment and Teen Killers"
***Article and précis paragraph
***Complete for "Wrestling Defense..." and "Should 11 Year Olds..."
2. "Jennifer Bishop Jenkins on Punishment and Teen Killers"
***Article and précis paragraph
***Precis paragraph examples and outline
Objective: Students will write a strong précis paragraph in response to the JBJ article.
Objective: Students will write a strong précis paragraph in response to the JBJ article.
Tuesday, February 6th
1. Journal #1 - Traits
2. "Should 11-Year Olds Be Charged With Adult Crimes?"
***Read, highlight, and complete assignment
Objective: Students will think critically about juveniles in the justice system.
***Read, highlight, and complete assignment
Objective: Students will think critically about juveniles in the justice system.
Monday, February 5th
1. JJ - Exploring Key Concepts (small groups)
2. Read and discuss juvenile crime scenarios
Objective: Students will explore and discuss concepts behind juvenile crime.
2. Read and discuss juvenile crime scenarios
Objective: Students will explore and discuss concepts behind juvenile crime.
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