Brains Drafting a Short Argument Using Sources to Support a Claim Adapted from Teen Brains miniunit by Beth Rimer Ohio Writing Project Beth Rimer Ohio Writing Project for NWP CRWP funded by the Department of Education ID: 569836
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Slide1
Teen Brains: Drafting a Short Argument Using Sources to Support a Claim
Adapted
from
Teen Brains
mini-unit by Beth
Rimer, Ohio Writing Project
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide2
2
Writing
Reading
Argument
MINI-UNIT
Emphasis
# of
Lessons
ARGUMENT SKILLS PRODUCT ELEMENTS OF ARGUMENTCLOSE READING STRATEGIESRESPONSE TO READINGSTOPICSDraft, Feedback, Revise, ReflectClose reading strategiesWriting & talking to develop knowledge on topic or issueDrafting from Notes toSupport a Claim5 LessonsEntering Skills:Highlighting textDrafting a claimIllustratingAuthorizingFoundational Skills: Drafting from notes to Support a ClaimProduct: Multi-paragraph first draftOptional: Revise to add quotesClaimEvidenceUse of sources:IllustratingAuthorizingWriting in Response to an ImageIt Says/I SayHighlighting New IdeasDrafting in Response to TextsExit Slip ClaimQuickly writing a short draft using organizers or frameworks TEEN BRAINImage, Video, Article
Mini-Unit OverviewSlide3
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.Slide4
Day 1Day 2Day 3
Day 4
Day 5
Review (or introduce) Ways to Use Sources
Respond to Text 1: Teen Brain Graphic
Revise to cite source and give exampleTake “It Says/ I Say” notes on Text 2: The Teenage Brain (HowStuffWorks video)
Share/Compare
Revise to fill out notes
Re-read notesWrite to incorporate video notes, ideasUse stems to cite sources while introducing evidencePartner check and RevisionRead “The Teenage Brain” by Amanda Leigh Mascarelli / October 17, 2012. Highlight new informationWrite using stems to cite sources while introducing evidenceMake a notecard claimWrite a draft (using one of 4 options)Partner ReviewReflectionMini-Unit SequenceSlide5
Day 1 Slide6
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, 2014The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris)Slide7
Example of Illustratingfrom “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.”Slide8
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 …
Slide9
Example of AuthorizingExamples 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.”Slide10
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.Slide11
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 EducationSlide12
Sample Student Response, Grade 9The 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.
Revise your entry:
citing source, giving exampleSlide13
Day 2 Slide14
Text 2: Video, A Study of the Teenage BrainToday 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]Slide15
First, make this chart in
your
notebook.
It
Says
“A Study of the Teenage Brain” by TLC’s UnderstandingI Say
1.
2.
3.4.5.Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide16
Video Instructions
As you watch the video . . .
Under “It Says”
Take notes that explain how the teenage brain works
W
rite 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 EducationSlide17
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 EducationSlide18
Sample Student ResponseIt 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:
Slide19
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).Slide20
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 EducationSlide21
Sample Student ResponseIt 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.Slide22
I SAY . . .
Share!
Add new ideas to the “I Say” column.
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide23
Day 3Slide24
Refresh Your Memory
Re-read your writing
and “It Says/I Say” notes on teen brains.
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide25
WRITE! Add to your first entry…
Go back to your writing about the
Teen Brain Graphic.
What
do you think about
the teen brain now that you’ve seen the video? Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide26
Add to your journal writing. Use your “It Says / I Say” Chart to add a paragraph or more to your writing about the Teen Brain. Try to use both illustrating and authorizing. Use sentence starters like these: “As Dr. Turgulen-Todd says, “
TLC Understanding’s video “A Study of the Teenage Brain” explains …”“ According to …”“Supporting my example, …”
“Just as the TLC video shows …”“Although the
researcher says …”“While the video explains …”
When you agree
When you disagreeCiting Sources / Introducing EvidenceSlide27
How Could We Improve this 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?
“The Study of the Teenage Brain”Slide28
Partner Check
Did you each use the agree/disagree sentence starters to talk about evidence from the video? Switch papers and read what your partner has written. Underline those starters
.How could you improve your writing? REVISE!
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide29
Day 4 Slide30
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 EducationSlide31
Highlight new information about the teen brain.“The Teenage Brain” by Amanda Leigh Mascarelli
/ October 17, 2012. Be ready to share ideas you marked.
Later, this will help us quote
the text
!Slide32
Continue Your Thinking
Add to your writing using information from the new text.
Use
sentence stems
to introduce the information. Focus especially on the expertise of the source (AUTHORIZING).Explain what you think about the evidence.
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide33
Sample Sentence Starters
“
Michael Frank of Brown University
explains …”
“As B.J. Casey, a brain scientist at Cornell University, says,”“According to “The Teenage Brain” by Amanda Leigh Mascarelli
,
”….
“Supporting my example, …”“Although the author, Amanda Leigh Mascarelli, says …”Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide34
What claims could we make?We’ll try a claim starter:Because the research on teen brains says _____, we should (or should not) _____.Although the research on teen brains says _____, we should (or
should not) _____.We’ll test our claims and revise, if needed:
Test to make sure that it is a CLAIM (takes a position). Test to make sure we aren’t just stating a fact or research finding from the article.Test to make sure the claim is debatable, defensible, and compelling.
Test to make sure it is narrow, doesn’t use “I think,” doesn’t list all of your evidence.Slide35
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.Slide36
More Ideas for Teen Brain ClaimsBecause the research on teen brains shows teens are impulsive and emotional, we should __________________________.Because teen brain research shows it’s hard for teens to resist rewards, we should/shouldn’t_______________________________.Because brain research shows that we lose connections that we don’t use,
we should/shouldn’t _______________________.Because teens’ brains make them rebellious, we should/shouldn’t ________________.
Although teen brain research shows teens act on instinct instead of logic, we should/shouldn’t ______________.Slide37
Sample “Teen Brain” ClaimsBecause the research on teen brains shows teens are impulsive and emotional, we should raise the driving age to 18.Because teen brain research shows it’s hard for teens to resist rewards, we should use more rewards to change classroom behavior .
Because brain research shows that we lose connections that we don’t use, schools should provide more opportunities for students to learn foreign language in elementary school.
Because teens’ brains make them rebellious, teachers should involve teens in making school rules.Although teen brain research shows teens act on instinct instead of logic, we need to give them room to make mistakes and learn from them.Slide38
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
Be sure your claim meets
our “claim test” criteria.Slide39
Day 5Slide40
Entrance Slip—Notecard Claim
Read
the feedback you received on your Notecard
Claim.
Revise as needed.Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education
Be sure your claim meets
our “claim test” criteria.Slide41
Let’s Get Ready to Write!
Review your
Notes & previous writing on the Teen
Brain.
Mark evidence that you can use in support of your claim, evidence that will ILLUSTRATE why your claim is a good one.
Graphic & writing responseVideo & writing response“It Says/I Say” chart
Article & writing response
Note card
Claim and revisionNow we’re ready to complete a guided draft.Slide42
Completing a Draft: Option 1Go 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. Slide43
Completing a Draft: Option 2Drafting 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 Day 6 and draft a closing paragraph in which you make clear what readers should now know, do, or think.Slide44
Completing a Draft: Option 3Using one of the Kernel Essay organizational structures (see handout for more examples),
draft
a
short essay in which you develop a claim by using the notes you have taken. Be sure to identify where the information came from.
Overview of the problem...
My
view on the problem...One response to the problem...A question that arises...In the end, I say...Moves Writers Make—Adapted from Gretchen Bernabei’s Kernel Essays—Fun-Size Academic Writing for Serious LearningSlide45
Completing a Draft: Option 4Stopwatch Essay:
1 minute: Write
about
something that strikes you as important about teens
or teen brainsSlide46
Develop Your WritingStopwatch Essay, continued:
3 minutes: Write
about what you know about the way teen brains work
(use the source material you already have
)Slide47
Develop Your WritingStopwatch Essay, continued:
3 minutes: State
and then write about your claim
(use both the source material you have gathered and a personal example
)Slide48
Stopwatch Essay, continued:6 minutes: Write about
implications, extensions or
connections your claim could
have for you or
your reader:
“Because…” “So, perhaps …” “Now I am wondering, …” “So, next time, …”Start a new paragraph for each implication, extension, or connection.Develop Your WritingSlide49
Stopwatch Essay RevisionGo back and add quotes from the article to your writing.
Develop a concluding paragraph that leaves your reader thinking or that makes clear what you want readers to do, think, or believe.Slide50
Option 5: The 33-Minute Kernel Essay Slide51
The 33-Minute Kernel Essay 3 minutes
Write
an introduction that
provides an interesting detail about teen b
rains to grab the reader’s attention.
Then state your claim about “The Teen Brain.”Slide52
The 33-Minute Kernel Essay
4 minutes
Select 2-3
pieces of evidence that
provide information to support your claim.
10 minutesState a reason you believe this claim. Insert evidence using sentence starters that cite the source. Explain what you’ve learned about teen brains and why that evidence supports your claim. Slide53
The 33-Minute Kernel Essay
3 minutes
Identify 1-2 pieces of evidence
that seem most convincing. It could be a fact from research or a quote from an authority.
10
minutesState the reason this seems most important. Introduce the evidence with the sentence starter, “According to…” Explain how this evidence supports your claim. Slide54
The 33-Minute Kernel Essay 3 minutes
Write a final few sentences as a conclusion, perhaps restating your
claim
or explaining the impact, if we do as you suggest.Slide55
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=
ASlide56
REFLECTIONWhat have we learned about drafting from our notes to write a short argument?Slide57
Source ToolWe will use the NWP source tool to analyze 4 pieces of student writing. What are the next steps we might take with these students?
What is the BEST next step that students are ready for, developmentally? (What students are STARTING to do but are not yet doing well?)