TEEN BRAINS
Argument Mini-Unit
PowerPoint adapted by Amy Vujaklija and Jean Wolph 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.
Teen Brain:
What do each of
these words
mean?
Journal 1
Study the image. 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 of how teens live their lives?
Journal 1, continued:
Re-read what you’ve written. Then 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.
 Who would like to share their journal entry aloud?
Journal 2: Create a 2-column chart in your
notebook. Then watch the video. Jot down facts you
hear in Column 1.
 Teenage Brain Video (We will watch/write 2 times.)
I Say
They Say
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:
What are some of the key facts that we
heard?
 Let’s capture key ideas on an anchor chart.
 Add information that others share to your own
chart (Column 1).
 Afterward, add your reactions in Column 2.
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:
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.
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






Dr. Turgulen-Todd says, “
“The video “The Amazing Brain” explains …”
“ According to …”
“Supporting my example, …”
“Just as the video shows …”
“Although the researcher says …”
“While the video explains …”
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.
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:
Watch the video:
http://www.cnn.com/2014/10/27/us/washingtonschool-shooting/index.html
Then write what you are
now thinking or wondering about
teen brains.
Journal 5:
Watch the video:
http://www.cnn.com/video/data/2.0/video/us/2
014/10/21/lead-dnt-brown-colorado-teengirls-radicalized.cnn.html
Read what you have written so
far. Then write what you are
now thinking or wondering about
teen brains.
Journal 6
As you read the article, highlight new
information about the teen brain.
“The Teenage Brain” by Amanda Leigh
Mascarelli / October 17, 2012.
Be ready to share ideas you underlined.
Journal 7:
What’s your claim?
Today, you’ll make a claim about teenage brains and the
connection between the brain and behavior or choices.
FIRST: Re-read everything you have written about teen
brains.
NEXT: We’ll learn about claims.
CLAIM:
A position that can be argued
Key Characteristics
• Identifies the writer’s stance (where he/she
STANDS on the issue)
• 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”
3 Major
Types of CLAIMS
Sample Key Words
Example
Fast Food is unhealthy.
FACT
(writer is trying to prove
something is true)
VALUE
(requires writer to share or
establish criteria)
POLICY
(writer is trying to change the way
things are)
IS or IS NOT
ARE or ARE NOT
BETTER/BEST,
MORE/LESS,
WORSE/WORST
--IER or IEST words
SHOULD/SHOULD NOT
Tacos are a healthier
choice than hamburgers.
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.
What claims could we make?
 We’ll try these claim starters:
 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 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.
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.
Brainstorm a List of 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 ______________.
Ramp it up! Fill in these claim
templates with OTHER research from
the article or video:
Because the research on teen brains
says _____, we should (or should not)
_____.
Although the research on teen brains
says _____, we should (or should not)
_____.
Journal 8:
Claims
Class List of Teen Brain
 (Type in the claims that meet our criteria.)
Choose a claim that interests you from the
class list.
 Start writing at the end of your last entry on teen brains.
 Then introduce your claim. Explain your thinking so that we
understand your opinion about teen brains.
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.) The idea about experimenting
and testing limits came from the article. To use it without attribution is
PLAGIARISM.
Journal 9: Use your Student Planner to find
evidence that will support your claim.
Claim:
Source:
Write your claim here..
Put the title, author, and publication information here.
Evidence
List RELEVANT facts
or quotes from the
article here. Select
only the underlined
“new facts” that will
help you prove your
claim.
Connection
Explain your thinking
in selecting this
evidence. How does
the fact relate to your
claim? How does it
apply to what you are
trying to prove?
Outcome
Help us understand
what might happen if
we do as you are
suggesting.
Journal 10: DRAFTING. 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.
2.
3.

Describe the context or situation—what the evidence made you think about.
Explain the relevance of the evidence to this situation—why the evidence
applies to this new situation.
Imagine the potential result or outcome—how things might be different.
Write a concluding paragraph that leaves readers with something
to think about
Check your writing . .
sentence starters that
where information came
show how you are using
information?
. Did you use
help you show
from? That
the
 “As Ms Mascarelli says, “
 “The article “Teen Brains” in Science News explains …”
 “ According to the scientist [name] ”
 “Although the article about teen brains in Science News says …”
 “While the scientist [name] explains …”
 “In addition …”
 “Corroborating …”
Journal 11:
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
(Circled words
that need to be
defined.)
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.
Key Words (another 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 12:
Develop a concluding paragraph that
leaves your reader thinking or that makes
clear what you want readers to do, think,
or believe.
Journal 13:
Read through your draft. Does it flow? Are there
things you need to add or take out? Paragraphs you
want to switch around?
Make changes. Then save this revised draft in your
folder. In a later unit, you may decide to develop this
piece further or to select another draft to turn into a
published piece.