1. Writing Standards Emphasized in the Mini-Unit Write arguments to support claims with clear reasons and relevant evidence, using valid reasoning. Support claim(s) with clear reasons and relevant evidence…demonstrating an understanding of the topic or text. Conduct short research projects to answer a question, drawing on several sources…. Gather relevant information from multiple print and digital sources…and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Draw evidence from …informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

2. Day 2

3. 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)

4. 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 …

5. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Teen Brain Graphic Study this image. Think about the meanings of these words.

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

7. Sample Student Response, Grade 9 The author of the Teen Brain Graphic is claiming that teen brains are very impulsive and that most of the decisions and thoughts teens make are under these main categories. I believe a lot of that is true and that they eventually grow out of it. For example, when a teen gets money the first thing they do is go out and spend it. It's an impulsive decision.

8. Text 2: Video, A Study of the Teenage Brain Today we’ll learn how teens use their brains differently than adults by watching this video from TLC's "Understanding.“ [science.howstuffworks.com/life/29323- tlc...the-teenage-brain-video.htm]

9. First, make this chart in your notebook. It Says “A Study of the Teenage Brain” by TLC’s Understanding I Say 1. 2. 3. 4. 5. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

10. VideoVideo Instructions ● As you watch the video... ○ Under “It Says” Take notes that explain how the teenage brain works Write down any words and phrases that stand out. Second viewing: Add any additional notes you missed. Where do we see illustrating and authorizing? Or text we could use to illustrate or authorize? Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

11. Share your notes with your neighbor. Add any new ideas to your notes. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

12. Sample Student Response It says: ● During childhood, the brain makes billions more connections than we can use. ● Well used connections are strengthened, and seldom used ones die off. ● Teen brains work differently than adult brains. ● Teen brains use the amygdala. Adult brains use the frontal cortex instead. ● Frontal cortex is where planning, reason, and moral decisions reside. I say:

13. What are some of the key facts that we heard? ● We’ll capture key ideas on a class “It Says” chart. ● Then add big ideas that others share to your own chart (Column 1—It Says).

14. I SAY... ● Across from each “It Says” note Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes See example (next slide) Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

15. Sample Student Response It says: ● Frontal cortex is where planning, reason, and moral decisions reside. I say: When does a person switch from using the amygdala to the frontal cortex? This definitely explains the process of maturity, in a more scientific way. How can I keep my connections from dying off? Maybe I need to practice piano more now, and do more math.

16. I SAY... Share! Add new ideas to the “I Say” column. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education