1. Topic-
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Topic - Sociological Trends, Brain Research - How effective is multitasking?
Does multitasking contribute to stress?
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2. Content-
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Subject: Multitasking and the Teenage Brain
Key Vocabulary:
multitasking neural transmitters
efficient |
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3. Goals: Aims/Outcomes-
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Lesson Aim: Does multitasking muddle the teenage brain?
IEP Goals:
Amanda - When presented with unknown and multiple-meaning words and
phrases selected by the teacher from high school reading literature
and content area subjects, Amanda will define the words and phrases,
and use them in sentences to assist in reading comprehension and language
acquisition.
Grace - Grace will learn new learning strategies (e.g., how to remember
material) and demonstrate these strategies when completing her class
assignments, projects or tests.
Caleb, Damian, John -
When presented with narrative text and/or specific informational text
from content area subjects on the 10th grade level, ___ will answer
questions about the text that test for understanding (e.g., asked
to retell a story, indicate key ideas, identify specific details). |
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4. Objectives-
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The objective of the lesson is to analyze details of a given text
and discover the connections between them.
CC Reading Standard for Informational Text, Grades 9-10 : Key Ideas
and Details 1
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
CC Writing Standard for Grades 9-10: Text Types and Purposes 1c
Use words, phases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims. |
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5. Materials and Aids-
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DO NOW Work Sheet - 3 questions on multitasking
video.ted.com talk: Paolo Cardini - "Forget Multitasking, Try Monotasking"
NPR.org article - Multitasking Teens May Be Muddling Their Brain
Analyzing Details Graphic Organizer
Highlighters
Exit Card |
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6. Procedures/Methods-
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A. Introduction-
DO NOW - Students will be asked to answer the following questions:
How much time do you think you spend a day using a cell phone, computer,
iPod, television or other electronic device?
How efficient do you think you are at multitasking?
How do others view your multitasking? |
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B. Development-
After completing the DO NOW activity, students will be led in a
brief discussion about their responses. Make a brief reference to
"The Multitasking Mind" fact sheet. (Students won't necessarily need
a copy of this.)
Sample Questions for The Multitasking Mind fact sheet:
1.Do you agree with these statistics?
2.How would you go about monitoring the amount of time you use electronic
devices?
3.Is there a correlation between heavy media use and poor grades or
depression? How would you prove that?
Show the ted.com talk.
Subtitle may have to be turned on as the speaker has a distinctive
accent.
The article, graphic organizer and highlighters will be distributed.
Direct the students' attention to the title, picture and caption.
Look over headings.
Sample Questions for article preview:
1. Judging from the title, what bias does the author appear to have?
2. What can 'a brownout in the brain' be compared to?
Read and discuss the article. Students can take turns, or the teacher
can read the article to the class.
Sample Questions after reading the article:
1.Why is Alex's mom concerned?
2.Why is Alex having difficulty concentrating on his French assignment?
3.What will Alex have to do to in order to restore his brain connections?
4.What is "free association"? |
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C. Practice-
Model use of the graphic organizer.
Sample Questions:
1.What should I write for the aim?
2.If I want to write about Alex's mom, where can I find that information?
3.What would my perspective be as a mom?
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D. Independent Practice-
Create two groups to work on the graphic organizer. Circulate to
monitor how students are locating and analyzing details.
Sample Questions:
1.Where did you find that detail?
2.Did you mark the location on your organizer?
3.What made you choose that detail?
4. How does this skill(locating and analyzing details) help you with
your content area subjects? |
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E. Accommodations (Differentiated Instruction)-
1.Refocusing and redirection
2.Highlighters for visual cues
3.Simplified graphic organizer
4.Headings and unfamiliar vocabulary in bold print
5.Material presented using a variety of modalities |
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F. Checking for understanding-
Groups should "report out" on the details they chose and the reasons
for their choices.
Distribute time management schedule and explain its use. Encourage
students to track how they spend their time, particularly the amount
of time they spend using electronic devices. Discuss the ramifications
of multi-tasking, especially as far as test preparation is concerned.
Sample Questions:
1. Should you be texting someone when you are working on a Castle
Learning assignment?
2. Is it ok to play video games when you are supposed to be studying?
3. When is it appropriate to multitask and when is it not? |
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G. Closure-
Students should come to the conclusion that multitasking is sometimes
both necessary and unavoidable. However, when it comes to human interaction,
the greatest gift we can give is our undivided attention. Distribute
time management schedule and explain its use. Encourage students to
track how they spend their time, particularly the amount of time they
spend using electronic devices. Discuss the ramifications of multitasking,
especially as far as test preparation is concerned.
Students will compete an exit card.
Sample Question:
What is one way today's lesson could be used in the real world. If
time allows, perform a multitasking children's action song - "My Aunt
Came Back". |
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7. Evaluation-
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Were students able to locate specific details and give specific
reasons justifying their choices?
Did they understand how to use the time management work sheet?
How can they apply these skills in real life? |
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8. Teacher Reflection-
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| (To be completed after lesson.) |
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