MODULE 4A – SCREEN TIME AND THE DEVELOPING BRAIN (READING AND RESEARCH)

Established Goals: (Standards)

Transfer
CCSS.ELA-Literacy.RL.7.10 Students will be able to:
By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6-8
text complexity band proficiently, with scaffolding as Demonstrate the ideas and evidence of their AAP recommendation position papers in a multimedia format.
needed at the high end of the range. Students will be crafting and sharing a visual representation of their position papers, including their claim,
CCSS.ELA-Literacy.RI.7.1 reasons, and evidence based on their research and the decision-making process in Unit 2.
Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text. Meaning
CCSS.ELA-Literacy.RI.7.7 ENDURING UNDERSTANDING ESSENTIAL QUESTIONS
Compare and contrast a text to an audio, video, or
multimedia version of the text, analyzing each medium's
 How is the adolescent brain changing?
portrayal of the subject (e.g., how the delivery of a speech  The teenage brain is in a period of dynamic  Should screen time be limited? Why or
affects the impact of the words). growth and change that is unique to this stage why not?
CCSS.ELA-Literacy.RI.7.8 of life.  How can I make an informed decision
Trace and evaluate the argument and specific claims in a  Researchers wonder how screen time affects about an issue and then effectively argue
text, assessing whether the reasoning is sound and the the development of adolescents. my position?
evidence is relevant and sufficient to support the claims.
 Effective arguments include sound, relevant,
CCSS.ELA-Literacy.RI.7.9
and sufficient evidence.
Analyze how two or more authors writing about the same
topic shape their presentations of key information by
emphasizing different evidence or advancing different
interpretations of facts.
CCSS.ELA-Literacy.RI.7.10
By the end of the year, read and comprehend literary
nonfiction in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of
the range.
CCSS.ELA-Literacy.W.7.1
Write arguments to support claims with clear reasons and
relevant evidence.
CCSS.ELA-Literacy.W.7.4
Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1-3 above.)
Acquisition
CCSS.ELA-Literacy.W.7.5
With some guidance and support from peers and adults, KNOWLEDGE SKILLS
develop and strengthen writing as needed by planning,
Students will know how to… Students will be skilled at…

Last updated: June 17, 2014

 Grade 7 ELA Unit
revising, editing, rewriting, or trying a new approach,  citing several pieces of text-based
focusing on how well purpose and audience have been
 compare and contrast different media versions
evidence to support an analysis of
of informational text (written vs. audio vs. film
addressed. (Editing for conventions should demonstrate informational text.
vs. staged, etc.).
command of Language standards 1-3 up to and including  determining a theme or the central ideas
grade 7 here.)  analyze impact of the techniques unique to
informational text.
CCSS.ELA-Literacy.W.7.6 each medium.
 identify the argument and specific claims in a
 analyzing the development of central
Use technology, including the Internet, to produce and ideas in a text.
publish writing and link to and cite sources as well as to text.
 determining the meaning of words and
interact and collaborate with others, including linking to and  evaluate the argument and specific claims in a
phrases in text (figurative, connotative,
citing sources text for sound reasoning and relevant, sufficient
and technical meanings).
CCSS.ELA-Literacy.W.7.7 evidence.
 analyzing the impact of word choice on
Conduct short research projects to answer a question,  contrast how multiple authors emphasize
meaning and tone in an informational text.
drawing on several sources and generating additional evidence or interpret facts differently when
related, focused questions for further research and presenting information on the same topic.  analyzing the organization of an
informational text (including how the major
investigation.  read grade-level informational texts proficiently
CCSS.ELA-Literacy.W.7.8 sections contribute to the whole and to the
and independently.
development of the ideas).
Gather relevant information from multiple print and digital  read above-grade-level texts with scaffolding
sources, using search terms effectively; assess the  writing arguments to support claims with
and support.
clear reasons and relevant evidence.
credibility and accuracy of each source; and quote or  conduct short research projects to answer a
paraphrase the data and conclusions of others while  producing clear and coherent writing that
question.
avoiding plagiarism and following a standard format for is appropriate to task, purpose, and
 use several sources in research.
audience.
citation.
 generate additional questions for further  using a writing process to ensure that
CCSS.ELA-Literacy.W.7.9
research.
Draw evidence from literary or informational texts to support purpose and audience have been
analysis, reflection, and research.  gather relevant information from a variety of addressed.
CCSS.ELA-Literacy.W.7.10 sources.  selecting evidence from literary or
Write routinely over extended time frames (time for  use search terms effectively. informational texts to support analysis,
research, reflection, and revision) and shorter time frames  evaluate the credibility and accuracy of each reflection, and research.
(a single sitting or a day or two) for a range of discipline- source.  adjusting my writing practices for different
specific tasks, purposes, and audiences.  quote or paraphrase others’ work while timeframes, tasks, purposes, and
avoiding plagiarism. audiences.
 use a standard format for citation.  analyzing the main ideas and supporting
 effectively engage in discussions with diverse details presented in different media and
partners about seventh-grade topics, texts, and formats.
issues.  explaining how ideas presented in
 express my own ideas clearly during different media and formats clarify a topic,
discussions. text, or issue.
 build on others’ ideas during discussions.  outlining a speaker’s argument and
 present claims and findings with descriptions, specific claims.
facts, details, and examples.  evaluating the reasoning and evidence
 use effective speaking techniques (appropriate presented for soundness, relevance, and
eye contact, adequate volume, and clear sufficiency.
pronunciation).  using a variety of strategies to determine
 include multimedia components and visual the meaning of unknown words or
displays in a presentation to clarify claims and phrases.
to add emphasis  accurately using seventh-grade academic
 adapt my speech for a variety of contexts and vocabulary to express my ideas.
tasks, using formal English when indicated or  using resources to build my vocabulary.
appropriate
 Grade 7 ELA Unit

Unit Vocabulary Instruction and Pacing (suggested order to teach)

1 main idea, neurological development, central Weeks 1–2 (Unit 1: Building Background Knowledge: Development of the Adolescent Brain)
idea, supporting details; (from “Teens and
 Building background knowledge about adolescent brain development
Decision Making”) neurons (para. 3),
 Read various informational sources on the brain development of adolescents.
electrochemical impulse (para. 3),  Introduce Domain-Specific Vocabulary anchor chart
neurotransmitters, (para. 3) prefrontal cortex  Introduce the Brain Development anchor chart
(para. 6), limbic system (para. 6); (from  Listening for main ideas and supporting details
homework) neurologist, pediatric neurologist,  Start Thinking Log and neurologist’s notebooks
neuroscientists, frontal lobes, myelin or “white  Continue building background knowledge of adolescent development and how it is affected by
matter,” neural insulation, brain chemistry, screen time.
 Launch independent reading.
cognitive deficits, cognitive baseline, (from
“Teens and Decision Making”) neural impulse
(para. 9), axons (para. 10), dendrites (para.
10), synapse (para. 10), myelination (para. 11),
synaptic pruning (para. 11), brain pathways
(para. 12); (from homework) reckless,
localization, regenerate, solidifies
2 AAP (American Academy of Pediatrics), Weeks 3-7 (Unit 2: Research Study: The Effects of Screen Time on the Developing Brain)
pediatrician, screen time, peer review,  Introduce Evaluating an Argument anchor chart
substantially, prosocial, penetration,  Trace the arguments of several informational texts
necessitates, mitigate, argument writing,  Listen for arguments in informational videos
informational writing, claim, evidence, evaluate,  Compare and contrast authors’ use of evidence in several different text pairings
 Start research on the effects of entertainment screen time on the adolescent brain, including
sound reasoning, unsound reasoning, relevant,
teaching the following skills:
sufficient, logical; captivate, refute, sound –Evaluating the credibility of sources
reasoning, unsound reasoning, relevant, claim, – Generating supporting research questions
reason, evidence, overarching research – Quoting or paraphrasing others’ work
question, supporting research questions,  Introduce the researcher’s notebook and researcher’s roadmap
consequence, paraphrase, contrast, positive  Practice comparing authors’ use of evidence
consequences, virtual, accuracy, credibility,  Continue gathering information on the effects of screen time on the developing brain.
 Use search terms effectively
student-selected vocabulary, effect, result, or
 Conduct Internet-based research
outcome; cascading  Use dictionaries to confirm or revise inferred meanings of words.
 Introduce the decision-making process including Cascading Consequences chart and Comparing
Risks and Benefits chart
 Weighing the evidence: Fishbowl discussion on whether or not the recommended time should
change
 Creating a visual display for a presentation
 Formal presentations of claims about whether the AAP should raise the recommended daily
entertainment screen time from two hours to four hours.
 Grade 7 ELA Unit

3 sustainable, advocates, low-flow shower Weeks 7-8 (Performance Task)

heads, appliances, textile, wet-processing,
applicable, claim, evidence, parentheses,  Analyze model position paper for argument and structure
cheat sheet, evaluative/evaluate, concise,  Plan position paper using Screen Time Recommendation Position Paper Planner
 Introduce Steps to Writing a Position Paper anchor chart
 Engage in peer feedback to strengthen argument in position papers.
 Cite sources correctly
 Draft the position paper
 Create final independent reading product
 Revise position paper based on teacher feedback
 Reflect on the steps to writing a position paper
 Craft visual representation of position paper
 Publish visual representations and share with class in a Gallery Walk

Common Misconceptions Proper Conceptions

Students might think that the theme of the story is the same thing as the main idea A theme is a lesson learned from a story, whereas the main idea is what a story is
of a story. mostly about.
Students might think they only need to know a word’s definition to successfully Some words have multiple definitions and the context of the word is very
understand the word in a story. important.

Students may want to support their positions with only their own opinions. Students should be able to support their positions using the text.

Students might choose text support that doesn’t relate to the topic. Students must choose text support and be able to explain how the details support
their point.

Students might summarize a text by choosing minor details. Students should summarize a text by addressing key points.

Students may write narratives with incorrectly punctuated dialogue. Students must punctuate dialogue correctly with quotes.

Students might write narratives which include too much dialogue that is confusing Students should use dialogue with purpose and to drive the plot.
to follow.
 Grade 7 ELA Unit

When engaging in discussion, students might feel it is OK to talk over each other Students must learn to listen respectfully to others opinions and to take turns
or to interrupt the other person. during discussions.

Students often write in an informal style, inappropriate to the audience. Students must be cognizant of their purpose for writing and address the audience
with the correct formality as needed.

When drafting writing, particularly if typing, students might be too cautious about Students should understand that the writing process has several steps and that
correcting mistakes as they go. getting your rough ideas down does not require perfection.

When publishing writing students often believe that they need to use colored, Students in the middle grades should understand that their words can make their
fancy, fonts, and pictures to supplement their ideas. writing come to life and that a formal style is needed when publishing an essay or
other formal writing piece.

Resources
Texts
“Beyond the Brain,” David Brooks (RI, 1260L)
• “What’s Going On in Your Brain?” Linda Bernstein (RI, 1180L)
• “Can You Unplug for 24 Hours?” Heidi St. Clair (RI, 1140L)
• “What You Should Know about Your Brain,” Judy Willis (RI, 1120L)
• “You Trouble,” Justin O’Neill (RI, 1080L)
• “Teens and Decision Making: What Brain Science Reveals,” Scholastic Inc. and National Institute on Drug Abuse (RI, 1060L)
• “Attached to Technology and Paying a Price,” Matt Richtel (RI, 980L)
• “Is Google Making Us Stupid?” Nicholas Carr and Peter Norvig (RI, 960L)
• “The Teen Brain: It’s Just Not Grown Up Yet,” 2. Richard Knox (RI, 940)

Web Sites to Support Research

http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/
http://www.news.com.au/lifestyle/parenting/is-technology-damaging-teen-brains/story-fnet08ui-1226467121484
http://articles.washingtonpost.com/2013-03-13/news/37675597_1_teens-cellphones-video-games
http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
http://www.psychologytoday.com/blog/health-matters/201006/the-teenagers-brain
http://harvardmagazine.com/2008/09/the-teen-brain.html
http://www.nytimes.com/2010/06/07/technology/07brainside.html?_r=0
 Grade 7 ELA Unit

http://www.pbs.org/newshour/rundown/2011/01/miles-obrien-teen-brains-on-technology.html
http://science.howstuffworks.com/life/teenage-brain3.htm
http://ngm.nationalgeographic.com/2011/10/teenage-brains/dobbs-text?rptregcta=reg_free_np&rptregcampaign=20131016_rw_membership_r1p_us_se_w#close-modal
(may need to register with National Geographic)
http://online.wsj.com/news/articles/SB10001424052970203806504577181351486558984
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
http://www.loni.ucla.edu/~thompson/MEDIA/WP/wp1.html

Other
Graphic organizers
Guided Research
Research Folder
Researcher’s Notebook
Research texts
Reading calendar
Differentiation and Accommodations

Accommodations
Provide graphic organizers
Provide additional examples and opportunities for additional problems for repetition
Provide tutoring opportunities
Provide retesting opportunities after remediation (up to teacher and district discretion)
Teach for mastery not test

Teaching concepts in different modalities
Adjust pace and homework assignments

Advanced Options
Students could create a poster or presentation for their peers about the development of the teen brain and effective habits for caring for the growing brain.
Students could spend a week “screen free” and write a journal on their experience (this extension could also be done alongside Unit 2).
Students could write a short story centered on one of the individuals from the audio slideshow featured in Lessons 6–8. Then they could write an author’s note that
explains how they used the character’s actions to illustrate their knowledge of the developing brain and how it may affect teenager behavior. They may also use the
characters to illustrate the issues surrounding screen time. Unit 3 of Module 3A has lessons specifically designed to help students write a short story. They could be
adapted for this activity.
Students could return to some of the texts from past modules to analyze the characters in light of their brain development. For example, students may explain how the
characters’ behavior reflects an underdeveloped prefrontal cortex or a propensity to seek novel information and thrills. Module 1, 2A, and 2B are particularly suited to this
task.
Students could reflect on their own behavior and how it does or does not support their learning regarding adolescent brain development.
 Grade 7 ELA Unit

Instructional Strategies

Pleasantville Public Schools recognizes the importance of the varying methodologies that may be successfully employed by teachers within the classroom and, as a
result, identifies a wide variety of possible instructional strategies that may be used effectively to support student achievement. These may include, but not be limited to,
strategies that fall into categories identified by the Framework for Teaching by Charlotte Danielson:
• Communicating with students
• Using questioning and discussion techniques
• Engaging students in learning
• Using assessment in instruction
• Demonstrating Flexibility and Responsiveness

Interdisciplinary Connections

This module is designed to address English Language Arts standards as students read informational texts about adolescent brain development. This ELA module is
designed to expose students to informational text from various sources and encourage the interaction with texts through multiple modalities (e.g. books, articles,
electronic, digital). However, this ELA module does not supplant the regular science curriculum and instructional program at the local level. The informational text in this
module intentionally incorporates Science concepts and themes to support potential cross-standards connections to this compelling content. These intentional
connections are described below.
Standards in Science:
The Living Environment
Key Idea 1: Living Things are both similar to and different from each other and from nonliving things.
Performance Indicators 1.1; Major Understandings 1.1e, 1.1g, 1.1h
Performance Indicators 1.2; Major Understanding 1.2h
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance indicator 4.3 Major Understanding 4.3c
Big ideas and guiding questions are informed by the Next Generation Science Standards:
Science and Engineering Practices
The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below:
8. Obtaining, evaluating, and communicating information
 Grade 7 ELA Unit

21st Century Skills

 Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information

 Research skills and practices, interrogative questioning
 Creativity, artistry, curiosity, imagination, innovation, personal expression
 Perseverance, self-direction, planning, self-discipline, adaptability, initiative
 Oral and written communication, public speaking and presenting, listening
 Leadership, teamwork, collaboration, cooperation, virtual workspaces
 Information and communication technology (ITC) literacy, media and internet literacy, visual interpretation, data interpretation and analysis, computer
programming
 Civic, ethical, and social-justice literacy
 Economic and financial literacy, entrepreneurialism
 Global awareness, multicultural literacy, humanitarianism
 Scientific literacy and reasoning, the scientific method
 Environmental and conservation literacy, ecosystems understanding
 Health and wellness literacy, including nutrition, diet, exercise, and public health and safety

Performance Task
Visual Representation of Position Paper
This performance task gives students a chance to demonstrate the ideas and evidence of their AAP recommendation position papers in a multimedia format. Students will
be crafting and sharing a visual representation of their position papers, including their claim, reasons, and evidence based on their research and the decision-making
process in Unit 2.

ASSESSMENTS
Unit 1
Mid-Unit: “The Development of the Young Brain”: Listening for Main Idea and Supporting Details (RI.7.7 and SL.7.2) short constructed response
End of Unit: Analyzing the Main Idea and Supporting Details in “You Trouble” (RI.7.1, RI 7.2, RI.7.5, RI.7.6, and L.7.6)
note-taking and selected response

Unit 2
Mid-Unit: Part I: Tracing and Evaluating Arguments and Part II: Research Task: Comparing and Contrasting Texts (RI.7.8, SL.7.3, RI.7.9, W.7.7, W.7.8, L.7.4c, and L.7.4d)
short constructed response
End of Unit: Making a Claim about the AAP Recommended Screen Time (SL.7.1, SL.7.1a, SL.7.1e, SL.7.3, SL.7.4, SL.7.5, SL.7.6, and RI.7.9) speaking and listening
 Grade 7 ELA Unit

Unit 3
Mid-Unit: First Draft of Position Paper (RI.7.1, W.7.1a, b, e, W.7.4, and W.7.9) scaffolded essay
End of Unit: Final Draft of Position Paper and Reflection on the Writing Process (RI.7.1, W.7.1c, d, W.7.4, W.7.5, and L.7.6)
scaffolded essay

Model Curriculum benchmark Unit 4