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Reading to the Core Core Michigan Standards: Close, Critical, Conceptual, and Generative Dr. Elaine Weber Macomb Intermediate School District Michigan Reading Association
Transcript

Reading to the CoreCore Michigan Standards:

Close, Critical, Conceptual, and Generative

Dr. Elaine WeberMacomb Intermediate School District

Michigan Reading Association July 8 and 9, 2015

Goals for the Presentation• Revisit the four questions of Close and Critical

Reading and how they are supported by the Michigan Reading Standards.

• Note how Michigan Standards prepare for the SAT Essay assessment.

• The third question, “What does the text mean?” has been difficult and we have a different way of approaching this question.

• Two standards RI 7 and RI 9 fall into the category of Critical Reading but expect two or more texts. These will also be addressed.

Close and Critical Reading and Michigan Reading Standards

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences

from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including

visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity

of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build

knowledge or to compare the approaches the authors take.

Handout

Depth of Thinking (Webb) + Type of Thinking (Revised Bloom, 2001)

DOK Level 1 Recall & Reproduction

DOK Level 2 Basic Skills & Concepts

DOK Level 3 Strategic Thinking & Reasoning

DOK Level 4 Extended Thinking

Remember - Recall, locate basic facts, definitions, details, events

Understand - Select appropriate words for use when intended meaning is clearly evident

- Specify, explain relationships - Summarize - Identify central ideas

- Explain, generalize, or connect ideas using supporting evidence (quote, text evidence, example…)

- Explain how concepts or ideas specifically relate to other content domains or concepts

Apply

- Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

- Use context to identify word meanings - Obtain and interpret information using text features

- Use concepts to solve non-routine problems

- Devise an approach among many alternatives to research a novel problem

Analyze- Identify the kind of information contained in a graphic, table, visual, etc.

- Compare literary elements, facts, terms, events - Analyze format, organization, & text structures

- Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text

- Analyze multiple sources or texts - Analyze complex/ abstract themes

Evaluate

- Cite evidence and develop a logical argument for conjectures based on one text or problem

- Evaluate relevancy, accuracy, & completeness of information across texts/ sources

Create

- Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept

- Generate conjectures or hypotheses based on observations or prior knowledge and experience

- Develop a complex model for a given situation - Develop an alternative solution

- Synthesize information across multiple sources or texts - Articulate a new voice, alternate theme, new knowledge or perspective

A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)

Handout

Evolution of Close and Critical Reading

Reading ComprehensionWhat does the text say? RI 1 and RI 2

Critical Analysis•How does the text say it? RI 3, 4, 5, 6, 7, 8, 9, and L5

Generative Reading •What does the text mean? DOK “Create”

•So what? What does the text mean to me?

Handout

How addiction hijacks the brainHow addiction hijacks the brain

What do you want your students to learn from this text?

What the text says

Reading Comprehension

What does the text say? (READING COMPREHENSION)General Understanding RI 2•What is the subject of this text?

•How did the perception of addiction change because of new knowledge?

Key Details RI 1•Definition of addiction and its manifestations

•How addiction changes the function and structure of the brain

•How the brain motivates the continued use of addictive substances.

How addiction hijacks the brain

What does the text say? (READING COMPREHENSION)

General Understanding (RI 2)•The perception of addiction has changed because of new knowledge. Addiction takes control of the brain by changing the structure and function because the brain is flooded with dopamine and it reacts by reducing the pleasure while building demand. 23 million Americans are addicted to alcohol or drugs.

Key Details (RI 1)•Perception of addiction has changed from thinking the person lacked self control to recognizing it as a chronic disease, and that it is caused not only by alcohol and powerful drugs, but by other pleasurable activities.•Addiction manifests in three ways: craving, loss of control and continuing involvement with it.•Addiction changes how the brain handles the addictive substance or activity caused by the flooding of the nucleus accumbens (brain) with the neurotransmitter, dopamine. •Over time, the brain reduces the pleasure from the substance or activity causing a need to increase the substance or activity to derive the same pleasure. •ln addition, the learning and memory function of the brain takes over the reward-related learning, moving the wanting to needing the substance or activity. •Recovery strategies include self-help, psychotherapy, and rehabilitation and medication.

HandoutHow addiction hijacks the brain

How addiction hijacks the brainGuided Highlighted Reading (Reading Comprehension)

Key Ideas (RI 2) •Look through the text and every time you find the words “addiction, addicted, addictions or addictive” highlight them. (There are 35 of them) •In paragraph 2, find and highlight what tells you how the author will tell about addiction. (…craving for the object of addiction, loss of control over its use, and continuing involvement with it despite adverse consequences.)•In paragraph 3, find and highlight what researchers in 1930 thought about people who developed addictions. (…morally flawed or lacking in willpower.)•In paragraph 4, find and highlight what is the scientific consensus about addiction. (chronic disease) Details (RI 1) •In paragraph 4, find and highlight the multiple strategies for breaking the grip of addiction. (psychotherapy, medication and self-care) •In paragraph 5, find and highlight what neuroimaging techniques and more research have shown about addiction. (…certain pleasurable activities, such as gambling, shopping and sex can also co-op the brain.) •In paragraph 7, find and highlight the distinct signature of pleasure. (the release of the neurotransmitter dopamine in the nucleus accumbens.)•In paragraph 8, find and highlight what all drugs of abuse cause in the nucleus accumbens. (a particularly powerful surge of dopamine…)•In paragraph 9, find and highlight what we now know about that prompts people to continue seeking addictive substance and behavior beyond pleasure. (Dopamine not only contributes to the experience of pleasure, but also plays a role in learning and memory.)•In paragraph 11, find and highlight what causes the addicted person to “…take action to seek out the source of pleasure.” (Repeated exposure to an addictive substance causes in the nucleus accumbens and prefrontal cortex to communicate in a way that couples “liking something” to “wanting it”) •In paragraph 13, find and highlight what addictive drugs and behaviors do to the brain. (…flood the brain with dopamine and other neurotransmitters.)•In paragraph 14, find and highlight how the brain responds to the onslaught of dopamine. (…producing less dopamine or eliminating dopamine receptors ---and adaptation similar to turning the volume down on a loudspeaker when noise becomes too loud.) •In paragraph 15, find and highlight what is the effect known as tolerance. (“…the desired substance no longer gives them as much pleasure. They have to take more of it to obtain the same dopamine “high” because their brains have adapted…) •In paragraph 16, find and highlight what causes the insidious part of addiction when compulsion takes over. (…pleasure associated with an addictive drug or behavior subsides---and yet the memory of the desired effect and the need to create it “the wanting” persists)•In paragraph 18, find and highlight what explains why people who develop an addiction risk relapse even after years of abstinence. (conditioned learning)

Handout

What do you want your students to learn from this

text?

How the text says it

Critical Reading

How addiction hijacks the brainHow Does the Text Say It? (CRITICAL READING)Text Development (RI 3)•How does the author show how addiction affects the brain? Vocabulary (RI 4)•Miscreant •Snare •Neurotransmitter Dopamine •Nucleus Accumbens •Glutamate Structure (RI 5, L5)•How does the structure of the text help you understand the how addiction works? (RI 5)•How does figurative language, word relationships, and nuances in word meanings influence understanding? (L5)Author’s Purpose and Point of View (RI 6 and 8)•What is the author’s claim? •What evidence (facts) does the author present to support her claim? •Does the evidence support the claim? •What reasoning does she offer?•What was the rebuttal?

How addiction hijacks the brain (Possible Answers)How Does the Text Say It? (CRITICAL READING)Text Development (RI 3) The author describes how the new information about addiction affects the brain.

Vocabulary (RI 4) Miscreant is a person who behaves badly often leading to breaking the law.

Snare is something that lures or entangles the unwary.

Neurotransmitter is any one of a number of chemicals that are used to transmit nerve signals across a synapse.

Dopamine is the chemical in your brain that makes you feel and do happy things... whatever they may be.

Nucleus Accumbens is part of the brain that's associated with motivation, pleasure, and addiction.

Glutamate is a nerve cell messenger that can cause harm when its messages are overwhelmed.

Language Standards (L5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

The author used analogies to emphasize the damage addiction does to the brain. (Just as cardiovascular disease damages the heart and diabetes impairs the pancreas.)

To point out the difficulty of the recovery, the author refers to a simple solution from l980, ( “just say no”).

The author labels the conditioned response created by memories the hippocampus and the amygdala associate with the desired substance, (“ intensive craving”)

To show how insidious addiction is the author remarks, (…but many people get caught in its snare.)

Structure (RI 5)The structure is description, cause and effect and problem and solution.

The author defines the concept, examines the change in perspective, gives a scientific explanation, provides examples and offers possible solutions.

Author’s Purpose and Point of View (RI 6 and 8)What is the author’s claim? Addiction hijacks the brain - What evidence (facts) does the author present to support the claim?

o brain adapts in a way that actually makes the sought after substance or activity less pleasurableo produces less dopamine or eliminating dopamine receptorso when pleasure associated with the addicted behavior subsides…the memory of the desired effect and the need to recreate it persists. (the wanting)o creates conditioned responses or intense cravings.

- What is the Reasoning? o too much of a good thingo begins innocentlyo the way you get the substances determines whether it will be addictive o memory supports addiction.

Handout

Guided Highlighted Reading for Critical Reading How addiction hijacks the brain

Text Development (RI 3)In paragraph 2, find and highlight what the author summarizes as the essence of the article (Addiction …manifests in three distinct ways: craving for the object of addiction, loss of control over its use, and continuing involvement with it despite adverse consequences; …overcoming addiction is possible …process is long, slow and complicated; it took years to arrive at this understanding.)

Vocabulary (RI 4)In paragraph 3, find and highlight the word that means a person who behaves badly often leading to breaking the law. (miscreant) In paragraph 6, find and highlight the word that means something that lures or entangles the unwary. (snare) In paragraph 7, find and highlight the word that means chemicals that are used to transmit nerve signals across a synapse. (neurotransmitter) In paragraph 7, find the word that means the chemical in your brain that makes you feel and do happy things---whatever they may be. (dopamine) In paragraph 7, find and highlight the part of the brain that is associated with motivation, pleasure, and addiction. (nucleus accumben) In paragraph 10, find and highlight the word that means nerve cell messenger that can cause harm when its messages are overwhelmed. (glutamate)

Text Structure (RI 5)Look through the text and find and highlight the headings that outline the author’s process for explaining, “How addiction hijacks the brain.” (From liking to wanting; Pleasure principle; Learning process; Tolerance and compulsion; The long road to recovery)

Language (L 5)The article begins with a phrase that summarizes the addictive process, find and highlight it. (Desire initiates the process, but learning sustains it.) In paragraph 4, find and highlight the analogies the author uses to show the relationship of addiction and the effect on the brain. (…cardiovascular disease damages the heart and diabetes impairs the pancreas…) In paragraph 4, find and highlight how the author shows how what we thought about the solution to the drug addiction problem. (“just say no”) In paragraph 14, find and highlight the analogy the author uses to emphasize why the brain reduces the dopamine or eliminates the dopamine receptors. (…turning the volume down on a loudspeaker when noise becomes too loud.)

Author’s Purpose and Point of View (RI 6 and 8)In paragraph 4, find and highlight the claim the author makes. (Today, we recognize addiction as a chronic disease that changes both the brain structure and function) In paragraph 11, find and highlight what repeated exposure to an addictive substance or behavior causes nerve cells in the nucleus accumbens and prefrontal cortex to do. (…communicate in a way that couples “liking” something to “wanting” it, in turn to go after it.) In paragraph l2, find and highlight how the brain adapts. (…makes the sought-after substance or activity less pleasurable.) In paragraph 14, find and highlight what happens when the brain receptors become overwhelmed. (The brain responds by producing less dopamine or eliminating dopamine receptors.) In paragraph l5, find and highlight what tolerance means. (People who develop an addiction typically find that, in time, the desired substance no longer gives them as much pleasure. They have to take more of it to obtain the same dopamine “high” because their brains have adapted.) In paragraph l6, find and highlight what happens when compulsion takes over. (…pleasure subsides; desired effect and need to recreate it persists)

Handout

Attribute Rubric Score 4 Rubric Score 3 Rubric Score 2 Rubric Score 1

Reading

AdvancedThe response

•demonstrates thorough comprehension of the source text •shows an understanding of the text’s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text •is free of errors of fact or interpretation with regard to the text

•makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text.

ProficientThe response

•demonstrates effective comprehension of the source text •shows an understanding of the text’s central idea(s) and important details

•is free of substantive errors of fact and interpretation with regard to the text •makes appropriate use of textual evidence (quotations, paraphrases, or both), demonstrating an understanding of the source text.

PartialThe response

•demonstrates some comprehension of the source text

•shows an understanding of the text’s central idea(s) but not of important details

•may contain errors of fact and/or interpretation with regard to the text •makes limited and/or haphazard use of textual evidence (quotations, paraphrases, or both), demonstrating some understanding of the source text.

InadequateThe response

•demonstrates little or no comprehension of the source text •fails to show an understanding of the text’s central idea(s), and may include only details without reference to central idea(s)

•may contain numerous errors of fact and/or interpretation with regard to the text

•makes little or no use of textual evidence (quotations, paraphrases, or both), demonstrating little or no understanding of the source text.

SAT Essay Rubric

Attribute Rubric Score 4 Rubric Score 3 Rubric Score 2 Rubric Score 1

Analysis

AdvancedThe response •offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task •offers a thorough, well-considered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing

•contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made •focuses consistently on those features of the text that are most relevant to addressing the task.

ProficientThe response •offers an effective analysis of the source text and demonstrates an understanding of the analytical task •competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing

•contains relevant and sufficient support for claim(s) or point(s) made •focuses primarily on those features of the text that are most relevant to addressing the task.

PartialThe response •offers limited analysis of the source text and demonstrates only partial understanding of the analytical task •identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but merely asserts rather than explains their importance, or one or more aspects of the response’s analysis are unwarranted based on the text

•contains little or no support for claim(s) or point(s) made

•may lack a clear focus on those features of the text that are most relevant to addressing the task

InadequateThe response •offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytic task •identifies without explanation some aspects of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s choosing; Or numerous aspects of the response’s analysis are unwarranted based on the text

•contains little or no support for claim(s) or point(s) made, or support is largely irrelevant •may not focus on features of the text that are relevant to addressing the task. OR•offers no discernible analysis (e.g., is largely or exclusively summary).

Attribute Rubric Score 4 Rubric Score 3 Rubric Score 2 Rubric Score 1

Writing

Advanced The response •is cohesive and demonstrates a highly effective use and command of language.

•includes a precise central claim. •includes a skillful introduction and conclusion. •demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay.

•has a wide variety in sentence structures. •demonstrates a consistent use of precise word choice. •maintains a formal style and objective tone.

•shows a strong command of the conventions of standard written English and is free or virtually free of errors

ProficientThe response •is mostly cohesive and demonstrates effective use and control of language.

•includes a central claim or implicit controlling idea. •includes an effective introduction and conclusion. •demonstrates a clear progression of ideas both within paragraphs and throughout the essay. •has variety in sentence structures.

•demonstrates some precise word choice. •maintains a formal style and objective tone. •shows a good control of the conventions of standard written English and is free of significant errors that detract from the quality of writing.

Partial The response•demonstrates little or no cohesion and limited skill in the use and control of language.

•may lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response.

•may include an ineffective introduction and/or conclusion.

•may demonstrate some progression of ideas within paragraphs but not throughout the response. •has limited variety in sentence structures; sentence structures may be repetitive.

•demonstrates general or vague word choice; word choice may be repetitive. •may deviate noticeably from a formal style and objective tone.

•shows a limited control of the conventions of standard written English and contains errors that detract from the quality of writing and may impede understanding.

InadequateThe response •demonstrates little or no cohesion and inadequate skill in the use and control of language.

•may lack a clear central claim or controlling idea. •lacks a recognizable introduction and conclusion.

•does not have a discernible progression of ideas. •lacks variety in sentence structures; sentence structures may be repetitive.

•demonstrates general and vague word choice; word choice may be poor or inaccurate.•may lack a formal style and objective tone.

•shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing.

What can your students learn from this text?

What the text means

Generative Reading

Levels of Meaning

• Truth• Can be proven true• Evidence

Knowledge

• Refers to a body of related facts/ evidence• Something you can learn about

Knowledge /Comprehension

• A mental construct that frames a set of examples that share common attributes.• One or two words• Abstract and broad • Timeless • Universal

Analysis/Synthesis

• Universal truths• Enduring understandings• Statements of conceptual relationship that transfer across examples• Ask the questions:

How? Why? So what?

Analysis/Synthesis

• Explanation of the nature or behavior of a specified set of phenomena based on the best evidence available (assumptions, accepted principles and procedures• Hypothesis/ Speculation based on considerable evidence in support of a formulated general principle• May change over time.

Synthesis

Facts/Argument / Topic Concepts Principles / Theory Evidence Generalizations Facts/Argument / Topic Concepts Principles / Theory Evidence Generalizations

ConceptsAdaptation: Revision (Change)

Structure: ConstructionFunction: Role

Paradox: ContradictionDependency: Reliance

Excess: Superfluous; SurplusReturns: Yields

Tolerance: Acceptance

How addiction hijacks the brain

What does the text mean? (GENERATIVE READING)Concepts •What concepts are developed in this selection?

Inter Conceptual Connections•What concepts joined together form a generalization that can be applied to other disciplines?

Enduring Understanding or Lesson Learned•Think about the enduring understanding or lesson learned relating the role of adaptation or change in the ability to survive.

How addiction hijacks the brain (Possible Answers)What does the text mean? (GENERATIVE THINKING)

Conceptual Connections • Adaptation: revision (Change) The Nucleus accumbens, the Hippocampus and Amygdala all change

their function

• Structure: Construction and Function: Role – the author claims addiction changes both.

• Paradox: Contradiction – In addiction the brain decreases the pleasure derived from the substance and at the same time the brain develops memories that create a conditioned response causing “intense cravings.”---Encouraging an undesireable behavior.

• Dependency: Reliance – The brain creates the dependency on substance.

• Excess: Superfluous; surplus – It is the excessive amount of dopamine that floods the Nucleus Accumbens and begins the addiction

• Returns: Yields – The Nucleus Accumbens reduces the pleasure (returns) for the same level of substance

• Tolerance: Acceptance – The reduction in returns for the substances is the brain’s way to tolerate the flood of dopamine.

Inter Conceptual Connections•Excess leads to decreased returns and increased dependence.

•The flood of dopamine to the brain leads to reduction in pleasure and the memory of the pleasure leads to dependency.

•Adaptation creates dependency (changes in the brain create an increase in the substances needed with fewer returns)

Inter Conceptual Application •Think about how excess creates dependency and decreased returns apply in other situations.

Handout

Guided Highlighted Reading for conceptsHow addiction hijacks the brain

• Look through the entire text and find and highlight the evidence that the addiction causes the brain to adapt.

• Look through the entire text to find and highlight reference to excess.

• Look through the entire text to find reference to dependency.

• Look for the example of paradox.

Handout

24

Concept

• Timeless• Universal• Abstract• Represented by 1 or 2 words• Examples share common

attributes

A concept is an organizing idea; a mental construct...

25

creates connections to prior experience and finds relevance

synergistically works with factual level knowledge to develop the intellect

creates deeper understanding at the factual and conceptual levels

recognizes the transferability of knowledge

creates the motivation for learning

It is the conceptual mind that…

26

When we teach to the levels of concepts and

enduring understanding we are teaching for deep

understanding and the transfer of knowledge.

27

Sample Conceptual LensesConflict Complexity

Beliefs/Values Paradox

Interdependence Interactions

Freedom Transformations

Identity Patterns

Relationships Origins

Change Revolution

Perspective Reform

Power Influence

System Balance

Structure/Function Innovation

Design Genius

Aesthetic Heroes

Force Creativity

GENERALIZATION=Enduring Understanding

Two or more concepts in a relationship...

28

Concept Concept

• CONCEPTUAL IDEAS THAT TRANSFER• DEVELOP “DEEP UNDERSTANDING”

Enduring Understanding

Enduring understanding goes beyond facts and skills to focus on larger concepts, principles, or processes.

• Broad and Abstract• Universal in Application• Generally Timeless• Represented by different examples that

support the generalization

The Structure of Knowledge

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Dependency is created by excess and decreased returns. Adaptation causes dependency.

Perception of addiction has change to be a chronic disease that changes the brain.

Dopamine floods the brain; causes changes that reduce returns and build memories that make the substance needed.

Addiction changes the structure and function

of the brain.

• Adaptation • Dependency• Returns • Excess

How addiction hijacks the brain

So what? (What does the message/theme/concept/ enduring understanding mean in your life and/or in the lives of others?

(Wisdom) •Why is it worth sharing/telling? •What significance does it have to your life and/or to the lives of others? •What will you do with this information? (Action Plan)

Handout

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse

media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Note:These standards

need two or more texts!

Michigan Reading Standards

RI 7 and RI 9

Michigan Reading Standard RI 7 • Integrate (put together) and evaluate (assess

or judge) content (information) presented in diverse media and formats, including visually and quantitatively, as well as in words.

HandoutWhat Happens to Your Brain When You Take Drugs?

(Adapted from FAQ) http://www.phoenixhouse.org/faq/what-happens-to-your-brain-when-you-take-drugs/

Drugs contain chemicals that tap into the brain’s communication system and disrupt the way nerve cells normally send, receive, and process information. There are at least two ways that drugs cause this disruption: (1) by imitating the brain’s natural chemical messengers and (2) by overstimulating the “reward circuit” of the brain.

Some drugs (e.g., marijuana and heroin) have a similar structure to chemical messengers called neurotransmitters, which are naturally produced by the brain. This similarity allows the drugs to “fool” the brain’s receptors and activate nerve cells to send abnormal messages.

Other drugs, such as cocaine or methamphetamine, can cause the nerve cells to release abnormally large amounts of natural neurotransmitters (mainly dopamine) or to prevent the normal recycling of these brain chemicals, which is needed to shut off the signaling between neurons. The result is a brain awash in dopamine, a neurotransmitter present in brain regions that control movement, emotion, motivation, and feelings of pleasure. The overstimulation of this reward system, which normally responds to natural behaviors linked to survival (eating, spending time with loved ones, etc.), produces euphoric effects in response to psychoactive drugs. This reaction sets in motion a reinforcing pattern that “teaches” people to repeat the rewarding behavior of abusing drugs.

As a person continues to abuse drugs, the brain adapts to the overwhelming surges in dopamine by producing less dopamine or by reducing the number of dopamine receptors in the reward circuit. The result is a lessening of dopamine’s impact on the reward circuit, which reduces the abuser’s ability to enjoy not only the drugs but also other events in life that previously brought pleasure. This decrease compels the addicted person to keep abusing drugs in an attempt to bring the dopamine function back to normal, but now larger amounts of the drug are required to achieve the same dopamine high—an effect known as tolerance.

Long-term abuse causes changes in other brain chemical systems and circuits as well. Glutamate is a neurotransmitter that influences the reward circuit and the ability to learn. When the optimal concentration of glutamate is altered by drug abuse, the brain attempts to compensate, which can impair cognitive function. Brain imaging studies of drug-addicted individuals show changes in areas of the brain that are critical to judgment, decision making, learning and memory, and behavior control. Together, these changes can drive an abuser to seek out and take drugs compulsively despite adverse, even devastating consequences—that is the nature of addiction.

M-Step Performance Task (Sample)After reading two articles, watching the video, and studying the diagrams, write an informational essay explaining how addiction changes the structure and function of the brain.Cite information from each of the selections.http://www.phoenixhouse.org/

www.youtube.com/watch?v=5f1nmqiHIII

Michigan Reading Standard 99. Analyze how two or more texts

address similar themes or topicsin order to build knowledge

or to compare the approaches the authors take.

Analyze how each text handles the same topic of Addiction and the Brain

What Happens to Your Brain When You Take Drugs? http://www.phoenixhouse.org/ and

How addiction hijacks the brain

How many times did you read How addiction hijacks the brain for different reasons?

How many ways did you “think” about this text?

Thanks for joining me today to think about the Michigan Reading Standards

and the potential they hold for expanding our students’ thinking .

Questions or comments are welcome

Elaine [email protected]


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