Teen Brains: Using/Citing 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 Education
Mini-Unit Overview
Writing
Argument
MINI-UNIT
Emphasis
ARGUMENT SKILLS
PRODUCT
OF
2ELEMENTS
ARGUMENT
Reading
CLOSE READING
STRATEGIES
RESPONSE TO
READINGS
Close reading strategies
Writing & talking to
develop knowledge on
topic or issue
TOPICS
# of Lessons
Draft, Feedback, Revise,
Reflect
Use/Cite
Sources to
Support a
Claim
Entering Skills:
• Highlighting
text
• Drafting a
claim
5 Lessons
Foundational
Skills: Citing
Sources and
Using Them to
Illustrate and
Authorize
Product: Multi- Claim
paragraph first Evidence
draft
Use of
sources:
• Illustrating
• Authorizing
Writing in
Response to
an Image
It Says/I Say
Highlighting
New Ideas
Drafting in
Response to
Texts
Exit Slip
Claim
TEEN BRAIN
Image, Video,
Article
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.
Mini-Unit Sequence
Day 1
Introduce
Ways to Use
Sources
Respond to
Text 1: Teen
Brain Graphic
Day 2
Day 3
Day 4
Take “It Says/ I
Say” notes on
Text 2: The
Teenage Brain
(HowStuffWork
s video)
Re-read notes
Read “The
Teenage Brain” by
Amanda Leigh
Mascarelli /
October 17, 2012.
Write a 33minute Kernel
Essay
Highlight new
information
Reflection
Share/Compare
Revise to cite
source and
give example
Revise to fill
out notes
Write to
incorporate
video notes,
ideas
Use stems to
cite sources
while
introducing
evidence
Partner check
and Revision
Write using
stems to cite
sources while
introducing
evidence
Make a notecard
claim
Day 5
Partner Review
Day 1
Ways to Use Sources
Illustrating – When writers use
specific examples or facts from a
text to support what they want
to say.
Examples:
The 18-wheeler carries
lots of cargo,
representing “material to
think about: anecdotes,
images, scenarios, data.”
(Harris)
●
●
●
●
●
●
●
“argues that”
“claims that”
“acknowledges that”
“emphasizes that”
“tells the story of “
“reports that”
“believes that”
Leeanne Bordelon, NSU Writing Project, 2014
Example of Illustrating
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.”
Ways to Use Sources
● 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 …
Leeanne Bordelon, NSU Writing Project, 2014
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.”
Teen Brain Graphic
Study this image. Think about the meanings of these words.
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education
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
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.
Day 2
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/29323tlc...the-teenage-brain-video.htm]
First, make this chart in your notebook.
It Says
I Say
“A Study of the Teenage Brain” by
TLC’s Understanding
1.
2.
3.
4.
5.
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education
Video 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
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
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:
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).
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
Sample Student Response
It says:
I say:
●Frontal cortex is
where planning,
reason, and moral
decisions reside.
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.
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
Day 3
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 Education
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 Education
Citing Sources / Introducing Evidence
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 …”
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?
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 Education
Day 4
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
Highlight new information about the teen brain.
“The Teenage Brain” by Amanda
Leigh Mascarelli / October 17,
2012.
Be ready to share ideas you
marked.
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 Education
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 Education
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.
Are These Good Claims?
Teen brains are
impulsive.
Because teen brains are
impulsive, we should provide
teens with courses on
decision-making.
More Ideas for Teen Brain Claims
○ Because 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 ______________.
Sample “Teen Brain” Claims
○ Because 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.
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
Day 5
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
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 response
 Video & writing response
 “It Says/I Say” chart
 Article & writing response
 Note card Claim and revision
Now we’re ready to complete a
guided draft.


The 33-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
The 33-Minute Kernel Essay
3 minutes
Attention
grabber
and my
claim on
the Issue
Write an introduction that
provides an interesting detail
about teen brains to grab the
reader’s attention.
Then state your claim about
“The Teen Brain.”
The 33-Minute Kernel Essay
● 4 minutes
Select 2-3 pieces of evidence that
provide information to support your
claim.
Here's what
I’ve learned
● 10 minutes
State 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.
The 33-Minute Kernel Essay
● 3 minutes
But this
fact really
convinces
me
Identify 1-2 pieces of evidence that
seem most convincing. It could be 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.
The 33-Minute Kernel Essay
3 minutes
I now
believe
Write a final few sentences as a
conclusion, perhaps restating
your claim or explaining the
impact, if we do as you suggest.
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
REFLECTION
What have we learned about using sources to
support a claim?