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. Day 1

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. 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.”

5. 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 …

6. 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.”

7. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Teen Brain Graphic

8. 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

9. Day 2

10. Make this chart on your paper It SaysI Say 1. 2. 3. 4. 5. 6. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

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

12. 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

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

14. Day 3

15. Refresh Your Memory Reread your writing and notes on teen brains. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

16. ● What do you think about the teen brain now? Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

17. 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. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Agree ○ “As _____ says,” ○ “The video text explains …” ○ “According to …” ○ “Supporting my example, …” Disagree ○ “Although the video says …” ○ “While the video text explains …”

18. WE’RE GOING TO ADD TO OUR THINKING & WRITING WITH MORE INFORMATION ON TEEN BRAINS! Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Day 4

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

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

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

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

23. Day 5

24. 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

25. 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

26. The 35 Minute Kernel Essay 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.

27. The 40 Minute Kernel Essay Here's what I’ve learned ● 4 minutes Select 2-3 pieces of evidence that provide information to support your claim. ● 10 minutes State 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.

28. The 40 Minute Kernel Essay But this fact really convinces me ● 3 minutes Identify 1-2 pieces of evidence that seem most convincing. Maybe a fact from research or a quote from an authority ● 10 minutes State the reason this seems most important. Introduce the evidence with the sentence starter, “According to…” Explain how this evidence supports your claim.

29. The 33 Minute Kernel Essay I now believe 3 minutes Write a final few sentences as a conclusion, perhaps restating your claim.

30. 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