1. 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

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

3. What do you think?
What do you think about this image as an example of teenage brains or how teens live their lives?
Add a “For Example”
Share
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

4. Create a They Say/I Say Chart1. 2. 3. 4. 5. 6.
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

5. Video Instructions As you watch the video . . . Under “They Say”
Take notes that explain how the teenage brain works
Also, write down lines that stick out to you because you have a comment, you disagree, or you have an example
Watch the video twice with students
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

6. Pair Share/Whole Group
Add any new ideas
to your list
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

7. I SAY . . . Share! Under “I Say” Across from each “They Say” note,
Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes
Share!
End of Day 1
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

8. “Reading” a Video
Have students review notes and writing from yesterday’s lesson
Video is hyperlinked to image
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

9. “Reading” a Video See Dawson lesson plan Scene 1: Childhood
Scene 2: Teens
Scene 3: Dr. Y-Todd
WORDS
Billions of more connections – childhood
Pruning process – adolescence
Seldom used links die off
Well-used strengthen
Use it or lose it
Can’t plan
Wanted to do it so I just did it
Only half of the connections remain
Random is exciting
“Like”
Scientists confirm what parents know
Adults frontal cortex – crowning achievement
Profound differences
Teens amygdala – ruled by fear and anger
SOUND
Baseball game sounds: cheering, happiness, laughter, emotion support of fans (cheering)
Bat hitting ball
(“strike out” – with “die out”)
Band playing
Music, singing – unrecognizable, droning, drum beat
Emotion and excitement
Crash noise (car running? Ride?)
Voice pattern random
Silent when she speaks
Music when it came on was new age/atonal/space age/sciency
IMAGE
Kids playing baseball – pitching, fielding, hitting ball, running
Skill – orderly, in place
Neat uniforms
Energetic, focus looking kids
“Teen Fest” behind band
Random dancing, band
Dancing in group and alone
Serious teens talking, unenthused
Whirly ride in background
Computer medical image of brain
Graphic of brain –
Amygdala, frontal cortex
Dr YT – standing by graphic of brain, computer, serious, lab coat
See Dawson lesson plan

10. Now add to your writing . . .
What do you think about the teen brain now?
Use the sentence frames to include information from the video in your writing.
Consider having student write for 3-5 minutes
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

11. Sentence Frames “As _____ says,” “The video text explains …”
Think about ways to add information from a source to our writing:
“As _____ says,”
“The video text explains …”
“ According to …”
“Supporting my example, …”
“Just as the video …”
“Although the video says …”
“Although the video text explains …”
Day 2
ways we add information from a source to our writing:
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

12. VIP Notes (Very Important Post-It Notes)
You have three pink and three blue post-it notes
Blue= Ideas that you find compelling (expand or challenge your thinking)
Pink=Important Information/Evidence
Choose your color
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

13. Important for the reader to understand the text
Teacher option: Create a list of keywords to build vocabulary & capture key concepts for later use
Academic language
Unknown terms
Important for the reader to understand the text

14. Add to your writing . . . What do you know about the teen brain now?
Use the sentence frames to include information from the text in your writing.
Consider having student write for 3-5 minutes
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

15. More Sentence Frames “As _____ says, “ “The video text explains …”
“ According to …”
“Supporting my example, …”
“Just as the video …”
“Although the video says …”
“Although the video text explains …”
“In addition …”
“Corroborating …”
Day 2
ways we add information from a source to our writing:
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

16. Composing a Claim Read over your writing so far.
Underline or star some of the key points you make and key pieces of evidence.
On a new page, write the claim you are thinking about making.
Use the note card to write a claim about teenage brains and the connection between the brain and choices.

17. Ways Writers Can Use Evidence
Extending
Illustrating
Authorizing
Countering
Leeanne Bordelon, NSU Writing Project, 2014

18. Leeanne Bordelon, NSU Writing Project, 2014
Forwarding Moves
Illustrating – When writers use specific examples from the 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”
The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris)
Leeanne Bordelon, NSU Writing Project, 2014

19. Leeanne Bordelon, NSU Writing Project, 2014
Forwarding Moves
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 …
Leeanne Bordelon, NSU Writing Project, 2014

20. Leeanne Bordelon, NSU Writing Project, 2014
Forwarding Moves
Extending – When writers put their own “spin” on terms and ideas they take from other texts.
So now the latest victims of the “Fear of Missing Out” are the executives at Facebook themselves, whose dwindling market share is a result of greed and the failure to respond to the demands of a wired generation.
Leeanne Bordelon, NSU Writing Project, 2014

21. Countering Moves Uncovering Values Arguing the Other Side
When writers “push back” against the text in some way. They might disagree with it, challenge something it says, or interpret it differently than the author does.
Uncovering Values
The author doesn’t explain why ….
Another way to look at this is …
The study doesn’t explore the connections between …
Arguing the Other Side
What the author fails to consider is …
This is true, but …
The same thing can be said for …

22. Searching for Author Moves
Search the text for examples of
Illustrating= I
Authorizing= A
Extending= E
Countering = C

23. Let’s Review!
Let’s Review our Notes & previous writing on the Teen Brain
Picture & writing response
“They Say/I Say” chart
Video writing response
Article & writing response
Notecard Claim
Possibly show video for the 3rd time and review “It says, I say” chart to refresh student memories

24. Organizing Ideas for Writing
Graphic Organizer/Planning Strategy
Compose claim
Identify best pieces of evidence to support claim (and order these – can use post-it notes for this)
Plan writing moves (3 INs) (Illustrate, Authorize, Extend, Counter)
Utilize sentence frames

25. Composing Your Argument!
Utilize strategy to support later revising/expanding work
If possible, type on computer
If handwriting, only write on one side of paper
Use large margins to provide revision space
Use post-its to add details you think of later

26. Searching for Author Moves
Search your/peer draft for examples of
Illustrating= I
Authorizing= A
Extending= E
Countering = C

27. Teacher Resources Teen Brains Lesson Plans
Old CRWP website/materials (has Teen Brains mini-unit)
New CRWP website/materials (has chart of primary mini-unit resources)