Teen Brains Adapted from Teen Brains mini-unit by Beth Rimer, Ohio Writing Project by Perry Public Schools teachers Beth Rimer, Ohio Writing Project for.

Teen Brains

Adapted from Teen Brains mini-unit by Beth Rimer, Ohio Writing Project by Perry Public Schools teachers

Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

Day 1

Ways to Use Sources

Illustrating – When writers use specific examples or facts from a text to support what they want to say.

Examples:● “argues that”● “claims that” ● “acknowledges that”● “emphasizes that” ● “tells the story of “● “reports that” ● “believes that”

Leeanne Bordelon, NSU Writing Project, 2014

The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris)

Example of Illustrating

Examples of Illustrating taken from “The Early Bird Gets the Bad Grade” by Nancy Kalish

“When high schools in Fayette County in Kentucky delayed their start times to 8:30 a.m., the number of teenagers involved in car crashes dropped, even as they rose in the state.”

Ways to Use Sources

Leeanne Bordelon, NSU Writing Project, 2014

● Authorizing – When writers quote an expert or use the credibility or status of a source to support their claims.

Joseph Bauxbaum, a researcher at the Mount Sinai School of Medicine, found …… , according to Susan Smith, principal of a school which encourages student cell phone use.A study conducted by the Gulf Coast Center for Law & Policy Center revealed that …

Example of Authorizing

Examples of Authorizing taken from “High schools with late start times help teens but bus schedules and after-school can conflict”

“…the focus on logistics is frustrating for Heather Macintosh, spokeswoman for a national organization called Start School Later…. “What Is the priority?” she said. “It should be education, health and safety.”


Teen Brain Graphic

What do you think?

●What do you think about this image as an example of teenage brains or how teens live their lives?

●Share your writing●Add a “For example . . . .” ●Share


Day 2

Make this chart on your paper

It Says I Say

1.

2.

3.

4.

5.

6.


Video Instructions

●As you watch the video . . .○ Under “It Says”

• Take notes that explain how the teenage brain works

• Also, write down words and phrases that stick out to you

Second viewing,• Add any additional notes you missed last

time


http://science.howstuffworks.com/life/29323-tlc-a-study-of-the-teenage-brain-video.htm

Share your noteswith your neighbor

Add any new ideas to your notes


I SAY . . .

●Under “I Say”○Across from each “It Says” note,

• Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes

•Share!


Day 3

Refresh Your MemoryReread your writing and notes

on teen brains.


●What do you think about the teen brain now?


Use the sentence starters to include information in your writing.

Think about ways to add information from a source to your writing. Use a sentence starter to add evidence and then explain your thinking.


Agree

○ “As _____ says,”○ “The video text explains …”○ “According to …”○ “Supporting my example, …”

Disagree

○“Although the video says …”○“While the video text explains

…”

WE’RE GOING TO ADD TO

OUR THINKING & WRITING WITH

MORE INFORMATION ON TEEN BRAINS!


Day 4

VIP Notes (Very Important Post-It Notes)

●Use only 3 post-it notes of each color

●Pink=Important Information

●Blue= Things that strike you or challenge your thinkingBeth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

Continue Your Thinking

●Begin a new writing using information from the new text.

●Use sentence frames to introduce the information.

●Explain what you think about the evidence.


Sentence Starters

○“The video text explains …”○“As _____ says,”○“According to …”○“Supporting my example, …”○“Just as the video …”○“Although the video says …”○“While the video text explains …”○“In addition …”


Exit Slip—Notecard Claim

● Read over your writing so far and use the note card to write a claim about teenage brains and the choices teens make.


Day 5

Let’s Review!

●Let’s Review our Notes & previous writing on the Teen Brain○ Picture & writing response○ Video & writing response○ “It Says/I Say” chart○ Article & writing response○ Note card Claim

The 40 Minute Kernel Essay

Attention

grabber and

my claim on the Issue

Here's what I’ve

learned

But this fact

really convinces me

I now

believe


Attention grabber and my

claim on the Issue

3 minutes

Write an introduction that provides an interesting detail about teen brains to grab the reader’s attention. Then state your claim on “The Teen Brain” and choices teens make.


Here's what I’ve learned

●4 minutesSelect 2-3 pieces of evidence that provide information to support your claim.

●10 minutesState a reason you believe this claim. Insert evidence using sentence starters to write what you’ve learned about teen brains. Connect and explain how the evidence supports your claim.


But this fact really convinces

me

●3 minutesIdentify 1-2 pieces of evidence that seem most convincing. Maybe a fact from research or a quote from an authority●10 minutesState the reason this seems most important. Introduce the evidence with the sentence starter, “According to…” Explain how this evidence supports your claim.


I now believe

3 minutes

Write a final few sentences as a conclusion, perhaps restating your claim.

Searching for Ways You Used Sources

●Trade papers with a partner. ●Partners read and code the ways the

writer used sources in the margin ●Search draft for examples of

○ Illustrating= I○ Authorizing= A

Teen Brains Adapted from Teen Brains mini-unit by Beth Rimer, Ohio Writing Project by Perry Public Schools teachers Beth Rimer, Ohio Writing Project for.

Documents

ohio writing project

nsu writing project

nwp crwp

time beth rimer

notesbeth rimer

teen brains teen brains

example sharebeth rimer

department of education