July 5-8

How Teenage
Rebellion Has
Become a Mental
Illness
Informational Text

7/5/2015
Introduction to Article:
How Teenage Rebellion
Has Become a Mental
Illness

Debrief
Journal: How do you feel like you did
for the first week of summer school?
Did you do your best? If not, what do
you plan to do to improve your
summer experience? What did you
enjoy most about last week? What do
you think either you, or Ms.
Thompson could do to enhance your
experience? Do you have any
pointers for your teacher? (I will not

Introductions

In this box, write

what you know,
or think you
know about the
subject of
teenage
rebellion. Do
you think it is a
real thing?

What do you
think the article
will be about?
What do you
want to learn
about teenage
rebellion, or
what the
experts say
about teenage

As we read the
article, write in
what you learn
from the article.
In this column, I
am looking for 5
specific things
you learn.

Vocabulary
Glue the vocabulary words for the text we
will read for the week. Beneath the 10
selected vocabulary words, rewrite the
definitions in your own words and create
a visual representation for your words.
Example
Prevalent: Something that is all over the
place or everywhere

Vocabulary

First Run- Through

This is an informational text, which
contains primarily factual information.
Breaking down an informational text is
slightly different than reading a normal
story.
We will read the article together as a
class, and we will periodically stop to
take annotations and find key points in
the article.

Level 1 Questions
The following questions really just
check to see if you understand what
the text says explicitly and implicitly.
Paste the questions in your notebooks
so that you do not have to write the
questions. Below the questions.
Number your answers, and complete
the questions.

Level 1 Questions
1. What does Levine state has been happening
to young Americans who rebel against
authority figures for the past generation?
2. What is oppositional defiant disorder (ODD)?
3. What does Levine feel about young people
diagnosed with ODD?
4. What does going stupid mean?
5. What is Big Pharma? Why is it capitalized?

Level 1 Questions
6. Why does Levine feel that mental health professionals rarely
consider behavioral disruptiveness and emotional difficulties as
rebellion against an oppressive environment?
7. Circle the two ways that Levine states we subdue defiance.
8. What did Dr. Benjamin Rushs research on anti-authoritarianism
reveal? How were his findings similar to the findings of Dr.
Cartwright?
9. Why does Levine choose to end the piece with the following
question: Has this dream become a reality? What effect does
this have on the reader? Why?
10.Describe John Holts view on the passive-aggressive strategies
of prisoners, slaves and some school children. Do his findings
align with Levines views?

Direct Writing
Instruction
Sentence Strategy: But/ Because/ So
This technique forces you to sharpen
your understandings of signal words and
how they work in sentences.
But: Signals a contrast
Because: Shows causation
So: Shows causation

Writing Example
Stem: Gogol changed his name
Rewritten sentences:
Gogol changed his name but years
later his wife told their friends this
detail so he could not, in the end,
escape his past.
Gogol changed his name because he
hated it.
Gogol changed his name so he could
begin a new life chapter at Yale without
the burden of a hated name.

Writing Practice
Complete the following writing stem in 3
ways, using each of the signal words correctly.
Teenagers have a lot more on their plate in
2015 than they did in 1990
Use each of the signal words properly.
But
Because
So

Direct Writing
Instruction
Sentence Strategy: Subordinating
Conjunctions Functions
Use subordinating conjunctions to construct
more complex sentences. All of your writing
samples should not be simple, one part,
sentences.
Subordinating conjunctions include:
Even though, although, when, since, despite,
while, unless, wherever, if, whenever, before,
after

Direct Writing
Instruction
Sentence Strategy: Subordinating Conjunctions Functions
Write complete sentences beginning with subordinating
conjunctions to show causation, timing, or contrast.
Ex: Stem- Even though
Even though Gogols mother spent most of her adult life
missing India, she realized in her later years that she had
grown attached to her American way of life.

Ex: Stem- Conflicted/since

Winnie felt conflicted since she was in love with Jesse, and
she could marry him if she drank the water, but Tuck also
convinced her that in doing so, and living forever, would be
a terrible mistake.

Writing Practice
Using 4 subordinating conjunctions, write 4
sentences about teenage rebellion. Each
sentence should include these words:
(Insert a coordinating conjunction here) teenage
rebellion is viewed as (insert how teenage rebellion
is viewed), I believe

Subordinating Conjunctions:

Even though, although, when, since,

despite, while, unless, wherever, if,
whenever, before, after

7/6/20
15
How Teenage Rebellion Has
Become a Mental Illness
Day 2

Journal
Do you believe that young adults are
overmedicated in the United States
today? Why? Why not?
Respond to this journal in complete
sentences using correct end
punctuation, capitalization, and some
of the conjunctions from yesterdays
writing review.
Length requirement 7-10 sentences.

Sharing Journals
We will reserve 10 minutes
to share our thoughts on
the overmedication of
young adults, and review
the article from yesterday.

Vocabulary Game
Time for review! I want you to do your
best on your assessment on Friday. So
today, we will spend a few moments
playing I Have.
The vocabulary quiz will only be on the
8 words we have for our vocabulary
this week!

Level 2
Comprehension
Thematic questions just check to see if you are
following along with the themes that are arising in
the text along with the overarching messages.
Today we will do what is called a carousel. In three
groups, you will go around the room and answer
three thematic questions about the reading. We will
go around the room twice and share what we have
come up with as a class.
Each group will have 2 minutes to get their initial
thoughts on the page, and respond to other groups
comments.

Level 2
Comprehension
The class responses to the three
questions should be in your notebook.
You can take a picture of each of the
class response sheets and transfer
them later, I just need to see that you
have it in your notebook by the end of
the week.

Level 3
Comprehension
Level 3 comprehension really
just checks if you are able to
analyze the authors choices in
their writing. In 4 groups, you
will complete ONE question for
the class. (15 minutes to work
and find evidence in the
article.)

Level 3
Comprehension
At the end of the timer, each group will
report their answers, and every student
must have the answers in their notebook
for full credit.
You must glue the four questions into
your notebook, and answer them as each
group presents their findings.
You receive 2 grades for this assignment.
One for your group work, and one for
your actual notes.

7/7/20
15
How Teenage Rebellion
Has Become a Mental
Illness
Day 3

Vocabulary Game
Today we will play what is called a
Kahoot
On your smartphone, go to the website
Kahoot.it and wait for me to go to
the website as well

Writing Extension
You will have two options
to write about for this
week. This essay will count
as your assessment grade
for the week in addition to
your vocabulary quiz. It is
worth 100 points by itself.

Essay Discussion
Our two topics are:
Should we continue to medicate students who demonstrate
a resistance to authority? Compose an evidence-based
response in which you use evidence from Levines article to
argue for or against medicating teenagers who are
diagnosed with ODD and ADHD.
After reading How Teenage Rebellion Has Become A Mental
Disease, analyze Levines point of view regarding the
medication of teenagers diagnosed with ODD and ADHD. Do
you believe Levine agrees with the way society is addressing
teenage rebellion? Use evidence from the text to support
your point of view. Be sure to analyze how Levine uses word
choice/language to prove his point of view.

Essay Format
I. Introduction to essay
i. Explain your essay choice and why you chose it
ii. Thesis for the essay: Explain what you believe and reasons
to back it up. Do you agree or disagree with the prompt?

II. Supporting Paragraph 1

i. Display your first reason for what you believe
ii. Supporting details that go toward your thesis
iii. Evidence to explain and commentary on evidence

III. Supporting Paragraph 2

i. Display your second reason for what you believe
ii. Supporting details that go toward your thesis
iii. Evidence to explain and commentary on evidence

Essay Format cntd.

IV. Supporting Paragraph 3
i. Display your third reason for what you believe
ii. Supporting details that go toward your thesis
iii. Evidence to explain and commentary on
evidence

V. Conclusion
i. Wrap up all evidence and details.
ii. Restate thesis and how you have supported it
through the essay

Essay Discussion
Take a brief moment to jot down a few
ideas you have for each of the essay
topics before we discuss them as a
class to help you inform your writing
for the week.
We will talk through each of the essay
topics as a class to help you get
information that you can use in your
essays.

Essay Writing
You will choose 1 essay topic and compile evidence
from the article into a thoughtful essay. Think about
the metamorphosis of how teenagers have changed
over time. Think about how what being a teenager
means today is different from what it was 20 years
ago and how that applies to your life.
Tomorrow you will individually conference with me
about your writing, and how I can help you.
Be sure to follow all of the grammatical and writing
tips that we have gone over since last week.

Writing Extension
Your writing extension is due
tomorrow, 7/10/2015 at 11:59pm.
So it is imperative that you use
your time in class today and
tomorrow wisely.
Get as much help from me as you
can before you leave for the day.

7/8/2015
How Teenage Rebellion Has
Become a Mental Illness
Day 4

Before the break

To begin class, you will have 90
minutes to work on the writing
extension. You may collaborate with
your peers to get ideas and work
things out, but your writing must be
100% original and yours before you
email it to me.
I will call you up individually for 5
minute conferences.

Vocabulary Review
You all may review individually, with a
partner, or on quizlet today for your
quiz, immediately following your
review time.
You will have 10 minutes to study the 8
words for the week.

The Privilege Walk

For this activity, please listen carefully
to the instructions.
For this activity, I really need your
serious faces on, because some
questions may get really personal.
If you are ever uncomfortable with any
of the questions for this exercise, you
can refrain from moving at all for it.

The Privilege Walk

Journal
Write a reflection on the experience
and how it made you feel. You should
include where you feel you are in the
continuum and what would make you
advance or stagnate. This will show
whether the privilege walk did
anything to change your opinion of
privilege, as well as demonstrate
whether or not you are encouraged to
do anything about it.

After Break: Day of

Grace
Once you are done with your vocabulary quiz,
you will find that the rest of the day is a Day of
Grace.
In other words, it is your chance to catch up and
fix any mistakes that you made during the first
week. This will be time that you can use to:

Finish the pretest

Work on the Devil and Tom Walker extra credit
Work on your article writing extension
Make sure all assignments are in your notebook
(which will be collected today)