CLOSE READING LESSON

“HOW THE BRAIN REACTS”

BYMARCEL JUST &

TIM HAYER

FIRST READING: FIRST IMPRESSION

Read the passage silently. Your focus is on understanding the meaning of the passage. Think about the words that are unfamiliar to you. Use context clues to try to figure out their meanings.

Circle words you don’t know.

Paraphrase meaning of any of the text that you understand on the left hand side.

Teacher Model…I do…

Behavioral studies have shown that talking on a cellphone

diverts the driver’s attention and disrupts driving performance. We

investigated that question by looking at brain activity that occurs during

driving. In our study, using functional magnetic resonance imaging

(fMRI), we examined the effects of listening to someone speak on the

brain activity associated with simulated driving.

RATE YOUR UNDERSTANDING OF THE TEXT

1- No idea what the passage is about2- Kind of understand what the

passage is about3- Have a fairly good understanding

what the passage is about4- Have a solid understanding what

the passage is about5- Completely understand everything

in the passage

ACCOUNTABLE TALK STEMS / GROUP DISCUSSIONS

Linking ContributionsI would like to build on what _____ said…I respectfully disagree. This is how I am thinking…I’d like to follow up by saying…I’d like to piggy-back on that thought… ClarifyingSo, are you saying…What did you mean when you said…?Explain that some more…Let’s make sure we understood what you said…

Pressing for ReasoningWhy do you think that?How can we check that?I want to push back a little about that…I’m having trouble understanding that point….How does this connect…? 

DISCUSSIONYou will now have three minutes to discuss the text with your

group.

Each person should get a turn to: 1. Share a word they do not know

If someone knows the word, explain the word and add this to your notesOR

Go back into the text and see if the group can figure it out using context clues

2. Share their summary notes If you learn something, write it down

Timer

SECOND READING: VOCABULARY IN CONTEXT

Listen and follow along. As you read along with the video, use The Metacognitive Markers that have been provided to you. Remember if you make a mark, you should make a note.

_____________ IMPORTANT

! Aha moment; now I get it

* I have a comment to make

? I don’t understand this

Teacher Model…I do…

Behavioral studies have shown that talking on a cellphone

diverts the driver’s attention and disrupts driving performance. We

investigated that question by looking at brain activity that occurs during

driving. In our study, using functional magnetic resonance imaging

(fMRI), we examined the effects of listening to someone speak on the

brain activity associated with simulated driving.

RATE YOUR UNDERSTANDING OF THE TEXT

1- No idea what the passage is about2- Kind of understand what the

passage is about3- Have a fairly good understanding

what the passage is about4- Have a solid understanding what

the passage is about5- Completely understand everything

in the passage

DISCUSSION

You will now have three minutes to discuss your metacognitive markers.

Each person should get a turn to: 1. Share a mark they made

and 2. Explain why they made that mark

If you learn something, add it to your notes. If you agree, disagree, or would like to add to what the person sharing has said, make a comment.

Timer

THIRD READING: KEY IDEAS & DETAILS

1. How does the author make sure you understand the scientific nature of their findings?

2. In this article, what is the counterclaim to the idea that using cellphones leads to distracted driving?

3. Explain the relationship between the transitions “first”, “second”, and “third”, and the point the writers are making.

RATE YOUR UNDERSTANDING OF THE TEXT

1- No idea what the passage is about2- Kind of understand what the

passage is about3- Have a fairly good understanding

what the passage is about4- Have a solid understanding what

the passage is about5- Completely understand everything

in the passage

DISCUSSIONYou will now have three minutes to discuss your thoughts

about the questions.

Each person should get a turn to respond to each question. Begin with question one and hear all voices on the question. Then, proceed to questions 2 & 3.

If you learn something, add it to your notes. If you agree, disagree, or would like to add to what the person sharing has said, make a comment.

Timer

SYNTHESIZE YOUR UNDERSTANDING

Writing Prompt:Using the examples from question 12,

write a paragraph for an argumentative essay in support of the claim. Paraphrase the first piece of information. For the second piece of information, smoothly combine quoting and paraphrasing. Then add your own commentary to explain the quote. Be sure to:• Carefully paraphrase the quote to avoid changing its meaning.• Choose a relevant quote that fully supports the claim and smoothly incorporate it into your paragraph, citing the author or the article.• Write insightful commentary that adds your own interpretation and meaning to the evidence and how it supports the claim.

DIFFERENTIATED PARAGRAPH

The article “_______________” by ___________ explains

why ______

______________________________. First, trying to drive while

____________

_________________________________________________________________

. In fact, according to Just and Keller,

“__________________________________

________________________________________________________________.

” This highlights the fact that

_________________________________________. Clearly,

_________________________________________________________.