Juvenile Justice

Created by:

Gay Mraz

Title/Role:

Librarian

Organization/School Name:

Dupree School

Location:

South Dakota

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Combination

Collaboration Continuum:

Moderate

Content Area:

Language Arts

Content Topic:

Comparative research paper

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

2.1.4 Use technology and other information tools to analyze and organize information.

Dispositions Indicator(s):

1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.

Responsibilities Indicator(s):

1.3.5 Use information technology responsibly.

2.3.1 Connect understanding to the real world.

3.3.4 Create products that apply to authentic, real-world contexts.

Self-Assessment Strategies Indicator(s):

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

2.4.2 Reflect on systematic process, and assess for completeness of investigation.

Scenario:

In a seventh grade Reading class at the end of the novel unit Touching Spirit Bear, students will summarize and discuss the type of justice system used in the book called Circle of Justice and the resulting consequences. To expand the lesson, students will research real-world justice systems including a traditional system and alternative juvenile justice system.

Overview:

Students will follow the research process to locate information to be used as evidence in a comparative research paper. Essential questions: What is justice? How do non-traditional (alternative)juvenile justice systems differ from traditional juvenile justice systems? What would be the most effective juvenile justice system?

Final Product:

Students will write a comparative research paper on juvenile justice systems, including traditional, "boot camp" type systems, a "ranch/work" type system and the system used in the novel Touching Spirit Bear. Students will also design their own system with clear reasons and supporting evidence.

Library Lesson:

Using the Big6 research method which gives steps for problem-solving (task definition, information seeking strategies,access and use information, synthesis and evaluation), students will research types of juvenile justice systems and record information in a graphic organizer without plagiarizing.

Estimated Lesson Time:

90 minutes

Assessment

Product:

Comparative research papers will be assessed by the librarian and the teacher through the use of a rubric: 50 points: All research information in the paper is also in graphic organizer (in key points only) and not plagiarized. All 4 types of juvenile justice systems are compared according to graphic organizer headings. Essay includes student’s “best system” ideas with clear reasons & justifications. Essay has 2 or less spelling/grammatical mistakes. 40-49 points: All the research information in the paper is also in graphic organizer (in key points only) and not plagiarized. All 4 types of juvenile justice systems are compared according to graphic organizer headings. Essay includes student’s “best system” ideas but may be missing justifications. Essay has 4 or less spelling/grammatical mistakes. 30-39 points: Some of the research information in the paper is missing in the graphic organizer. At least 3 types of juvenile justice systems are compared. The research paper includes the student’s “best system” ideas but may be missing justifications. Essay has 6 or less spelling/grammatical mistakes. Less than 29 points: Some of the research information in essay is missing in graphic organizer and parts are plagiarized. Less than 3 types of juvenile justice systems are compared/contrasted. Essay is not finished. Essay has 7 or more spelling/grammatical mistakes after opportunity to do revisions.

Process:

Students will be informally assessed by conferencing with the librarian and teacher throughout the research process as they locate information and complete the graphic organizer. The teacher will conference with the students as they write and edit their final papers.

Student self-questioning:

Based on the rubric, did I complete the tasks required? Did I find enough evidence to make comparisions and to support my opinion? Did I re-state my evidence in my own words?

Instructional Plan

Resources students will use:

Dataset (ie. lists, tables, databases)

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Software

Interactive Resource URL:

http://sks.sirs.com (SIRS Issues Researcher)

Resources instructor will use:

Projector

Laptop

Smart board

Instruction/Activities

Direct instruction:

Students will learn to navigate and locate information in a subscription database, such as SIRS Issues Researcher, or other teacher/librarian selected resources. Students will learn to research in an organized manner using the Big6 research method. Students will learn to compare and contrast information from a variety of sources using a graphic organizer without plagiarism.

Modeling and guided practice:

The librarian will model and provide guided practice in locating information in a subscription database. The librarian will model the application of the Big6 steps. The librarian will model and provide guided practice for students on how to record notes using keywords and discuss ways to avoid plagiarizing.

Independent practice:

Students will research and locate needed information for graphic organizer. Students will record research in the form of a comparative research paper.

Have you taught this lesson before:

Yes

Strategies for differentiation:

Students with reading/writing difficulties were given the opportunity of several revised drafts before final grading.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.7.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (7)

CC.7.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (7)

CC.7.W.1.a » English Language Arts » Text Types and Purposes » a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. (7)

CC.7.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7)

CC.7.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (7)