1. Hard Knocks
How engineers, doctors, and coaches are working to protect the brains of young athletes

2. Vocabulary (Knowledge Rating Chart)
Concussion
Velocity
Accelerate
Neurologist
Force

3. Concussion
A brain injury that changes the way the brain functions, usually temporary

4. Velocity
The speed of a moving object in one direction

5. Accelerate
To change speed or direction

6. Neurologist
A doctor who treats problems with the brain and nervous system

7. Force
A push or pull on an object

8. First Read
Highlight places where brain injuries are addressed in young athletes. Determine whether an engineer (E), doctor (D), or coach (C) is responsible for the action.

9. Second Read
What can you infer about concussions based on the graphic? Can you get a concussion by shaking your head? Use words from the graphic to support your position.

10. Academic Discussion
How could the terms velocity and accelerate be used to explain concussions?

11. Third Read
Based on the section “High- Tech Helmets”, what are ways newer helmets are going to help prevent concussions? Use words from the text to support your response.

12. Academic Discussion
What could the effects of engineers redesigning helmets have on concussions? Cite evidence from the selection to support your response.

13. Summary Writing Assignment
Provide evidence from the text to support the claim that physical sports should be eliminated to protect children from concussions. Support with at least 3 pieces of evidence from the text.

14. Summary Rubric 4 Exemplary 3 Accomplished 2 Developing 1 Emerging4
Exemplary 3
Accomplished 2
Developing 1
Emerging
Score and Feedback
Ideas and Content
The writing is clear and focused. It holds the reader’s attention. Main ideas are well developed and supported by textual evidence suitable to the audience and purpose.
The writing is mostly focused and can be easily understood by the reader. Evidence is present but may be too general or not suitable to the audience and purpose.
The ideas are somewhat unclear of the attempted development is minimal, too simple, irrelevant or incomplete. May be missing evidence from the text.
The ideas are unclear, inconsistent, and/or lack a central theme and/or purpose. Evidence of close reading is not present.
Organization
Effectively organized in logical and creative manner. Creative and engaging introduction and conclusion.
Strong order and structure. Inviting introduction and satisfying closure.
Organization is appropriate but conventional. Attempt at introduction and conclusion evident.
Lack of structure; disorganized and hard to follow. Missing or weak introduction and/or conclusion.
Mechanics
Demonstrates mastery of capitalization, punctuation, spelling, and conventions.
Shows appropriate capitalization, punctuation, spelling and clear sentence construction.
Shows inconsistent use of capitalization, punctuation, spelling and clear sentence construction.
Shows minimal understanding of mechanics and conventions.