ENG3U: The Teenage Brain Assignment
LG1: I will apply the listening process for comprehension
LG2: I will apply the listening process as a critic
LG7: I will apply the creative process when planning written texts
LG8: I will apply the creative process when producing written texts.
LG9: I will apply the creative process when publishing written texts.
Instructions:
A. Watch and take notes (using the Cornell Note-taking sheet) on videos:
● The Teenage Brain Explained http://www.youtube.com/watch?v=hiduiTq1ei8
● TEDTalk “Insight into the Teenage Brain”
https://www.youtube.com/watch?v=LWUkW4s3XxY
B. Upload your notes to your google drive
C. From your listening, note taking, and discussion, plan and write a well organised 500
word journal response using the following questions as a guide. Be sure to have a clear
introduction, main body and conclusion.
Knowledge/Understanding
1. What different changes are occurring in the teenage years?
2. What happens to the brain during puberty?
3. How can this explain some teenage behaviour?
Thinking/Inquiry
4. What could be the advantages and disadvantages of this new information?
5. How do you think the new information we are learning should affect the way we live, especially
in terms of the structure of our society and our relationships?
Application
6. What area(s) of your life do you want to grow in during this semester and how will your new
found knowledge help you be successful?
7. Of the two videos, which was more helpful to you in your understanding of new information?
8. (Optional) Can you find a link to the course theme?
Teenage Brain Assignment: Rubric
Category
K/U
Understandin
g information
from media
texts
T/I
Thinking
about the
implications
of new
information
COM
Note-taking
skills
(listener’s
notes
uploaded to
google drive)
APP
Application to
life and the
course theme
COM
Sequencing
COM
Grammar &
Spelling
Level 4 (100-80)
The student shows an
excellent, thorough
understanding of the
material presented and
is able to paraphrase
succinctly.
Level 3 (79-70)
The student shows
a clear
understanding of
the material
presented and is
able to paraphrase
clearly.
Level 2 (69-60)
The student shows
some
understanding of
the material
presented and is
able to
paraphrase.
Level 1 (55-0)
The student shows
limited
understanding of
the material
presented and is
able to paraphrase
a little.
The student has
The student has
The student has
The student has
thoroughly considered
considered the
some
limited
the new information and
new information
understanding of
understanding of
is able to clearly
and is able to think
how the new
how the
express how it could
about how it could
information could
information could
change the way we live change the way we change the way we change the way we
with specific examples
live with specific
live with some
live.
of such.
examples of such. examples of such.
Excellent, clear detailed
notes, showing good
listening skills
Clear detailed
notes, showing
good listening
skills
Some notes,
showing some
listening skills
Limited notes,
showing few active
listening skills
The student has applied
the new information to
his/her life and
considered it in as part
of a larger context.
The student has
applied the new
information to
his/her life and
connected it to the
course theme.
The student has
shown limited
application of the
new information to
his/her life and the
course theme.
Arguments provided in
a logical order – easy &
interesting to follow
train of thought.
Arguments
provided in a fairly
logical order –
reasonably easy to
follow train of
thought.
The student has
attempted to apply
the new
information to
his/her life and has
attempted to
connect it to the
course theme
A few of the
arguments are not
provided in a
logical order –
distracting and
confusing.
Grammar adds to
meaning
Mistakes do not
distract from
meaning
Errors distract
reader but do not
hinder overall
meaning
Errors distract
reader & hinder
understanding.
Many of the
arguments
provided are not
in a logical order –
very distracting
and confusing.