After a few minutes add the class thinking to the

Ask students to turn and talk with a partner to articulate another “if/then” statement from the reading.
• After a few minutes, add the class thinking to the anchor chart. Remind students to add to their own anchor
chart. Be sure to add:
– “If it adapted in the past, then it may adapt today. If it is adaptable, then it may be able to adapt to the
digital world.”
• Stress the word “may” and remind students that Dr. Giedd and other researchers have theorized— that is,
made an educated guess—that this is true. Ask:
*
“According to what you read last night, what is the difference between the adaptation of today and the
adaptation of the past?”
• Prompt by reading this quote from Excerpt 1: “Might the unprecedented rate of change itself overwhelm
adaptive mechanisms?” Read this several times. Ask a student to simplify it. Listen for students to
understand that the digital environment is changing much faster than the environment has ever changed
before.
• Allowing students to discuss
with a partner before writing
or sharing with the whole class
is a low-stress strategy to help
them process in a risk-free
situation.
Homework Meeting Students’ Needs
• Catch up on any reading from the first part of this unit.
• Read your independent reading book.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning
Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M4A:U1:L6 • June 2014 •
10

Grade 7: Module 4A: Unit 1: Lesson 6
Supporting Materials
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GRADE 7: MODULE 4A: UNIT 1: LESSON 6
Digital Revolution Text Structure Graphic Organizer
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary
Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M4A:U1:L6 • June 2014 •
12
Supporting Idea: Education
(These boxes are where the
author examines research
findings in key areas relating to
the main idea.)
Conclusion
(In a science article, the conclusion is where the author interprets the research or findings, makes a
claim, and suggests further areas of study. Remember, scientists use evidence to hone existing questions
or create new ones—not necessarily to come up with “the answer.”)
Supporting Idea:
Entertainment
Why is it significant that
video games increase
dopamine levels in the brain?
What is a potential problem of
humans spending attention
on entertaining activities that
raise dopamine levels to
Supporting Idea: Digital
Revolution-Social
Why is the human brain a
“social brain”?
What skills does a human
being need in order to
understand another person?