Students will be able to break down a piece of text using text marking and group discussion to identify information useful in preparing a written argument.

Before you read the text, explain at what age you become responsible and why you think that is the appropriate age. Write your thoughts in the box labeled #1.

Explain at what age you become responsible and why you think that is the appropriate age. Write your thoughts in the box labeled #1. Advanced by 1 Minute or MoreAdvanced by 2 Minutes or MoreAdvanced by 3 Minutes or MoreAdvanced by 4 Minutes or MoreAdvanced by 5 Minutes or More

Now watch and listen to this brief clip. Does it change or support your answer?

What you should know before you read…

Avert 1. Turn away (one's eyes or thoughts): "she averted her eyes during the more violent scenes". 2. Prevent or ward off (an undesirable occurrence): "talks failed to avert a rail strike".

Momentum 1. The quantity of motion of a moving body, measured as a product of its mass and velocity. 2. The impetus gained by a moving object.

Impulsive 1. Acting or done without forethought: "young impulsive teenagers”.

Mounting 1. to increase in amount or intensity (often followed by up ): The cost of all those small purchases mounts up. 2. to rise or go to a higher position, level, degree, etc.; ascend.

Ban 1. Officially or legally prohibit: "he was banned from driving for a year".

Graduated 1. taking place by degrees

Text Marking Number paragraphs Circle key terms Cited authors Other essential words and numbers Underline the author’s claims and other information relevant to the reading purposes.

As you read, pay close attention to what the authors are presenting as fact or opinion. Use these labels to mark your text according to what you find in the text. This information will be used later.

Advanced by 1 Minute or MoreAdvanced by 2 Minutes or MoreAdvanced by 3 Minutes or MoreAdvanced by 4 Minutes or MoreAdvanced by 5 Minutes or More As you read, pay close attention to what the authors are presenting as fact or opinion. Use these labels to mark your text according to what you find in the text. This information will be used later.

Advanced by 6 Minute or MoreAdvanced by 7 Minutes or MoreAdvanced by 8 Minutes or More Advanced by 9 Minutes or More Advanced by 10 Minutes or More As you read, pay close attention to what the authors are presenting as fact or opinion. Use these labels to mark your text according to what you find in the text. This information will be used later.

#2 According to what you read, explain the dilemma of raising the legal driving age

Move into your small groups On the Note page provided, work together to find and label the notes with the appropriate paragraph (in the left column) In the right columns, decide as a group into what category the note most closely fits. Money (economic), Maturity/Behavior, Education, or Experience

Jury Style

Working in your small groups Each group will elect a jury foreperson to represent the group. Individually, and then collaboratively, the group must decide on the most compelling evidence taken from articles. BE CAREFUL about making assumptions that are not in the article, and drawing conclusions based on evidence that is not present in the article. After discussion, the foreperson from the group reports out on what the most compelling evidence was that got the jury to its conclusion. The decision must be reached as a group: agree, disagree, or hung jury.

Wingman The Wingman (or WingWoman) is an important part of the discussion. He or she will be in charge of recording the progress of the group. For example, the Wingman, depending on the recording form decided on by the teacher, may be recording important portions of the text to be used in the discussion, she may take notes during the discussion, or he may be used to record the input of select members of the jury. Whatever is on the recording sheet is what the Wingman will note.

Read the material for the debate and the opening statement carefully; be sure you understand it Listen to the person who is speaking Understand the person’s point of view Contribute your own thoughts, offering your reasons as succinctly as possible Respond to statements only, not to the personality of the person giving it Change your mind about the statement as new information or reasoning is presented Support the Mediator in maintaining order and helping the discussion to progress Reflect on the experience via the closing activity or assignment

The legal driving age should be changed.

Read the material for the debate and the opening statement carefully; be sure you understand it Listen to the person who is speaking Understand the person’s point of view Contribute your own thoughts, offering your reasons as succinctly as possible Respond to statements only, not to the personality of the person giving it Change your mind about the statement as new information or reasoning is presented Support the Mediator in maintaining order and helping the discussion to progress Reflect on the experience via the closing activity or assignment The Legal Driving Age Should Be Changed: Agree, Disagree, Hung Jury Rules of Engagement Advanced by 1 Minute or MoreAdvanced by 2 Minutes or MoreAdvanced by 3 Minutes or MoreAdvanced by 4 Minutes or MoreAdvanced by 5 Minutes or More

Ladies and Gentlemen of the Jury… The foreperson from the group reports out on what the most compelling evidence was that got the jury to its conclusion (your Wingman may be able to help you here).

#3 – Reflection / Final Essay Citing information from the texts to support your argument, what is the appropriate age to get a driver’s license?