non-traditional instruction days mrs. bowlin english during each day jessamine county schools are...

Non-Traditional Instruction Days

Mrs. Bowlin

English

During each day Jessamine County Schools are closed due to inclement weather, you must complete one day of study from this argumentative writing practice unit. Each day’s assignment will build on the previous day’s work, so be sure to save everything not only to submit to me for required attendance, but also to continue writing…

Day 1

Read and take notes on the following slides until you reach Day 2, being sure to follow and complete all directions.

Teen BrainsArgument Mini-Unit

PowerPoint adapted from materials developed by Beth Rimer, Ohio Writing Project, for the National Writing Project i3 College Ready Writers Program, funded by the Department of Education.

Journal 1 (Respond to all questions)What is the claim this image is making about teen brains? What is your response to this image? What do you think about this image as a representation of teenage brains or how teens live their lives?

Teen Brain

Draw evidence from literary or informational

texts to support analysis, reflection, and research.

(Writing Standard 9)

Journal continued: Add “For example, . . .” and refer to either the image or personal examples.

Teen Brain

Sample Student Response, Grade 9

The picture 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.

Journal 2: Create a 2-column chart in your notebook.

Watch the video by clicking on the link below, or visiting: http://science.howstuffworks.com/life/29323-tlc-a-study-of-the-teenage-brain-video.htm. Jot down facts you hear in Column 1. Afterward, add your reactions in Column 2.

Teenage Brain Video (Watch/write 2 times, or pause the video as you complete your entries.)

It Says I Say

http://science.howstuffworks.com/life/29323-tlc-a-study-of-the-teenage-brain-video.htm

Sample Student Response It says:

During childhood, the brain makes billions more connections than we can use.

Well used connections are strengthen, 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:

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. Which connections are the ones that most commonly die off? Which ones live on?

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each

source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a

standard format for citation. (Writing Standards 8)

Day 2


Journal 3: Add to your journal writing . . .use your “They Say / I Say” Chart to add a paragraph or more to your writing about the Teen Brain. Use sentence starters like these:

“As _____ says, “ “The video text explains …” “ According to …” “Supporting my example, …” “Just as the video …” “Although the video says …” “While the video text explains …”

Integrate information into the text selectively to maintain the flow of

ideas, avoiding plagiarism and following a standard format for

citation. (Writing Standards 8)

Write and edit work so that it conforms to the

guidelines in the MLA style manual) appropriate for the discipline and writing type.

(LS 3-a)

Sample Student Response

According to the diagram of the teen brain, most of the decisions teens make are impulsive ones. I agree with this, but I don't necessarily think that's because of their age. Although the video says most teens use their amygdala to make decisions while adults use the frontal cortex, I don't agree with this. What about the adults that still haven't matured and act like they are teenagers?

Journal 4:

Read what you have written so far. Then write what you are now thinking/wondering about teen brains . . .

Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.


Analyze various accounts of a subject told in different mediums (e.g., both print and multimedia), determining

which details are emphasized in each account.

(Reading Standard: Informational Text 7)

Journal 5Marking the Text with Sticky Notes (paper ones or HD app)

READ “The Teenage Brain” by Amanda Leigh Mascarelli / October 17, 2012. Click HERE for a hyperlink to this document; open it as a PDF in Notability to complete the following directions:

Using the highlighting function in Notability, annotate information new information and your reactions.

NEW Information: Yellow Highlighter

words, lines, phrases, sentences or sections that provide more information for understanding how a teen brain works

REACTIONS: Green Highlighter

words, lines, phrases, sentences or sections that strike you in some way because you have something to say – it extends, challenges, supports or questions what you already think about teen brains.

Quote the text!

Sample Student Responses:Annotations of the article

NEW INFORMATION (yellow notes)

One region deep inside the brain shows more

activity in adolescents then is does in children or

Adults.

The prefrontal cortex is important because it

teaches the rest of the brain the rules about

how the world works.

In axons, the insulating tissue allows information

to zip back and forth between brain cells much

more quickly. ☺

REACTIONS (Green notes)

They actually use mice for

experimenting this. ☹

Ms Mascarelli supports what I’ve noticed about my little cousin. She says that in their first three years of their lives, children develop seemingly endless connections in theirbrain circuitry. My cousin seems to learn everything so quickly. Now I wish I had learned more math as a little kid, so maybe it wouldn’t be so hard now.

Add your annotations to the journal writing you have completed so far.

Try to find places that this information “fits” and stick your notes there.

OR Add it to the end of your journal writing if

your sticky note is something you haven’t talked about yet.

Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

(Reading Standards: Informational Text 1)

Delineate and evaluate the argument and specific claims in a text, assessing

whether the reasoning is valid and the evidence is relevant and sufficient;

identify false statements and fallacious reasoning (Reading Standards:

Informational Text 3)

Day 3


Journal 6: What’s your claim?

Make a claim about teenage brains and the connection between the brain and behavior or choices.

Good claims

Show the writer’s position on the issue We should or we should not …

It would be better/worse to ….

Narrow the topic (for example, applying the research to one area of teen life or one recommendation)

Try a claim starter: Because the research says _____, we should or should not _____.

Although the research says _____, we should or should not _____.

CLAIM: A position that can be argued

How does a

claim differ

from a fact?Key Characteristics

• Identifies the writer’s stance• Is specific• Shows the direction of your thinking• May use an “umbrella” term that relates

to the major points you’ll make• Doesn’t “give away” all of your evidence• Avoids terms such as “I think” or “I feel”

Note: The following are types of claims which will be thesis statements for the arguments we will begin writing in late January and early February. All of these argumentative compositions will enhance your written arguments for the End of Course assessment to be administered in May.

3 Major Types of CLAIMS

Sample Key Words Example

FACT/DEFINITION

(writer is trying to prove something is true)

IS or IS NOT

ARE or ARE NOT

Fast Food is unhealthy.

VALUE/EVALUATION

(requires writer to share or establish criteria)

BETTER/BEST,MORE/LESS,

WORSE/WORST--IER or IEST words

Tacos are a healthier choice than hamburgers.

POLICY/PROPOSAL(writer is trying to

change the way things are)

SHOULD/SHOULD NOT

Schools should serve healthier foods.

Are These Good Claims?

Teen brains are impulsive. Because teen brains are impulsive, we should provide teens with courses on decision-making.No! This

is a fact from the article.

Yes! This USES a fact from the

article to suggest an action.

What claims could we make?

Brainstorm a list. Try:

Because of ______, we should ______.

Because of ______, we should not ______.

Although ________, we should ______.

Although ________, we should not ______.

Test our claims and revise, if needed:

Test to make sure that each one is a CLAIM (takes a position).

Test to make sure we aren’t just stating a fact or research finding from the article.

Check the list to make sure there are options for a variety of opinions.

After writing your own claim, use your Student Planner and previous Journal notes to find evidence that will support your claim.

Claim:

Source:

Evidence Connection Outcome

Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.


Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on addressing

what is most significant for a specific purpose and audience.


Sample Student Response #1

According to scientists, the teen brain is slower than an adult brain. That's why they say that all teens make bad decisions. In my opinion I think that what the scientists say does not apply to every teen. There are teens that know how to speak for themselves and make good decisions and stay out of trouble. There are other teens whose attitudes and decisions do apply to what scientists say.

Celebration: The writer has formed an opinion after reading the 3 texts.

Area for growth: Remove “In my opinion” and “I think.” Just state your claim. Try to use the claim starter:

Although the research says teen brains are slower than adult brains, we should not assume that this applies to every teen.

Sample Student Response #2

Teenage years are a time for experimenting and testing the limits. It’s the time in our lives where we can make mistakes and learn from them. Even though brain studies now show that teen brains tend to be impulsive and emotional, we should not change the rules and laws relating to teens just to protect us from negative consequences. To do that would eliminate important opportunities for us to try our wings.

Celebration: The writer has formed an opinion after reading the 3 texts.

Next Steps: Make a more specific reference to the research behind this (such as a quote, a scientist’s name, etc.)

After developing your claim, share it with someone at home and gain feedback on the following:

Has the writer taken a position or stance on the issue of teen brains?

Has the writer NARROWED the topic to one idea about teen brains?

Would the claim starter help this writer be more concise?

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience. (Writing Standards 5)

Day 4


Journal 7:

Read what you have written so far.

What Key Words or Phrases might you want to provide definitions of for your reader?

Sample Student Response

The teenage brain seems to be a more complex system than adult brain. Their hormones and chemical balances go off the walls during that period of time. I mean even the tiniest thing can cause us to lose our flipping minds and freak out. For an example the chemical dopamine is released when something good happens to a teenager like finding money or getting a compliment these chemicals can make us feel amazing but other ones that are released can make us dreadful and down right disgusted with our self. Our bodies are affected by emotions but are controlled by chemicals that's why some things affect some people differently than others. You can't be a very emotional person if you're gonna join the military which also means your brain can't release too much of a chemical that releases sadness or irrational thoughts. And I agree with the article but our brains aren't affected by emotions they are affected situations. The situations cause the emotions or the spikes in certain chemicals such as dopamine. But people often forget that our emotions are real but they are purely chemical and they tend to misunderstand how the brain and body usually works. So maybe if people were to understand their brains and body more maybe they can control themselves more. Granted you can't change the chemicals balances by turning a faucet hose but you can THINK about a situation.

(Circled words that need to be defined.)

Then add to your writing . . . (use your lists of key words and signal phrases)

“As Ms Mascarelli says, “ “The article “Teen Brains” in Science News explains

…” “ According to the scientist [name] ” “Supporting my example, …” “Although the article about teen brains in Science

News says …” “While the scientist [name] explains …” “In addition …” “Corroborating …”

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Reading

Standards: Informational Text 1)


texts to support analysis,

reflection, and research.


Key Words (student sample)

-adolescence is a transitional stage of physical and psychology development that begins at the onset of puberty, usually between ages 11 and 13, and ends with adulthood

-prefrontal cortex: the front portion of the brain, just behind the forehead, which controls executive functions in the brain.

Journal 8: Using Evidence to SUPPORT our Claim

FORWARDING: (Yes, and …)

Illustrating

Authorizing

Extending

We’ll look at an example, then try to find a quote in the article that we can use to support our own claims about teen brains.

Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.


Illustrating—Use as support or find examples in other texts

Original: “You must be the change you wish to see in the world.” – Mahatma Gandhi

Illustrating: “Gandhi’s words are true even in every day life. My mom wanted a neighborhood bike parade, and rather than waiting, she just did it. She became the change she wanted.”

Try it! Skim “The Teenage Brain” by Amanda Leigh Mascarelli to find a quote that helps ILLUSTRATE your claim. In other words, it provides an example.


texts to support analysis,

reflection, and research. (Writing

Standard 9)

Authorizing—Use the expertise or status of another writer


Authorizing: As Gandhi, a key leader of nonviolent civil disobedience in India, explains, “You must be the change you wish to see in the world.”

Try it! Skim “The Teenage Brain” by Amanda Leigh Mascarelli to find an expert (such as a scientist or researcher) that you can describe like this, to show “it’s not just me saying this, here’s a famous researcher who says this.” Then copy or paraphrase what this expert says. Be sure to tell his or her credentials (university or organization, for example).

Day 5


Journal 9: Extending—Put your own “spin” on others’ ideas or examples


Extending: The idea of change is often thought to be about something big like world peace or social action, but what if it also means just changing our everyday lives: stop complaining, clean up the kitchen, drive the speed limit in school zones. If we changed little things in our lives would the big things also change?

Try it! Skim “The Teenage Brain” by Amanda Leigh Mascarelli to find a quote that you have something more to say about, a quote that you can make a connection to. Explain how the quote applies to the claim you have made.

Using Evidence

COUNTERING: (Yes, but …) (On the other hand …) Arguing the other side

We’ll look at an example, then try to find a quote in the “Teen Brains” article that we can acknowledge and then refute.

Draw evidence from literary or informational texts to support analysis, reflection, and research. (Writing Standard 9)

Arguing other side—Shows the usefulness of the original argument before countering

Original: Mahatma Gandhi said, “You must be the change you wish to see in the world.”

Countering: Although Gandhi’s words seem like a good idea, in reality, changing one person cannot really change that much. I might change my behavior but that has no effect on the choices that someone makes in a far away part of the world.

Try it! Skim “The Teenage Brain” by Amanda Leigh Mascarelli to find a quote that you disagree with. Then explain why that quote is not applicable to the situation you are writing about or to your claim. Be sure to use a word like “Although.”

Key Phrases to use as EVIDENCE (student sample #2)

Pushing limits help teenagers to confront the world on their own

Mice brains work the similar to how teenager brains do

Experts believe that taking chances is a necessary phase growing up

Teen experiences can lead to powerful advantages later on in life

Teens often find themselves trapped between their impulsive tendencies and their newfound ability to make well informed and logical choices.

Teenagers are sensitive and responsive to influence by friends, desires, and emotions.

Day 6


Completing a Draft: Drafting Organizer

Evidence Connection Possible Outcome or Result

The text says…

I say… If we do this…

Review your notebook entries and notes. Select the most compelling and relevant pieces of evidence and try to apply them to your claim.

Then turn each row into a paragraph for your essay. Add your claim paragraph from earlier Journal notes and draft a closing paragraph in which you make clear what readers should now know, do, or think.

DRAFTING PLAN: Take the ideas in each row of your Planner into a Paragraph

Introduce the Source and Piece of Evidence.

Connect the evidence to the claim:

1. Describe the context or situation—what the evidence made you think about.

2. Explain the relevance of the evidence to this situation—why the evidence applies to this new situation.

3. Imagine the potential result or outcome—how things might be different.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


Day 7


Journal 9:

Develop a concluding paragraph that leaves your reader thinking or that makes clear what you want readers to do, think, or believe.

Day 8


Journal 10: Completing a Draft:

Go back through your writing to see how it flows. Have you started a new paragraph every time you have a new speaker? A new topic?

Move pieces around if needed so that you are leading your reader from your claim to your evidence and finally to your conclusion.

Type or retype your draft to save in your writing folder.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific

purpose and audience. (Writing Standards 5)

Completing a Draft: Organizational

Options…Consider using one of the Kernel Essay organizational structures to help you draft a mini-essay in which you develop a claim with source material.

Moves Writers Make—Adapted from Gretchen Bernabei’s Kernel Essays—Fun-Size Academic Writing for Serious Learning

Something Happened

Here's what I am thinking...

A question other

people have ...

My answer to that

question

In the end, I say...

Overview of the

problem...

My view on the

problem...

One response

to the problem..

.

A question

that arises...


Overview of the

problem...

Some people think...

Here's what I'm

thinking...


Something Happened

Here's what I'm

thinking...

Someone thinks...

Someone else

thinks...

In the end,I say...

B.

C.

D.

Choose one and write a flashdraft. Be sure to use your journal entries and notes in developing each section of the essay.

Use your sources! And be sure to identify where your information comes from.

Day 9


Revise

Go back and add quotes from the article to your writing.

Assess the coherency of your concluding paragraph with the rest of your writing. Does it leave your reader thinking or clarify what you want readers to do, think, or believe?

Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose

and audience. (Writing Standards 5)

Day 10

Review your notes from earlier this semester on how to revise with the 5 Basic Brush Strokes (participles, absolutes, appositives, adjectives shifted, and action verbs).

Revise your writing by including each of these 5 brush strokes at least one time. Highlight or underline these revisions within your draft, labeling them with the type of brush stroke being used.

non-traditional instruction days mrs. bowlin english during each day jessamine county schools are...

Documents

teen brain slide

journal writing

adult brains

day of study

ohio writing project

teenage brain video

frontal cortex

following slides