What's the Rush: Young Brains Caused Doom Love

What are the various examples of impulsive behavior in Romeo and Juliet that are referred to in “What’s the Rush?” Choose three options.

• Juliet’s cousin Tybalt kills Romeo’s friend Mercutio.

• Juliet’s Nurse reminisces about Juliet’s babyhood.

• Romeo turns to Friar Lawrence for help and advice.

• Romeo kills Tybalt to avenge the death of Mercutio.

• Romeo and Juliet marry without telling their parents.

Tags

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.9

CCSS.RL.11-12.2

What is the primary reason that teenagers take dangerous risks, according to “What’s the Rush?”

• because the warning system in their brains is not fully developed

• because they can concentrate on many different tasks at once

• to get the attention of neglectful or absentee parents

• all the above

Tags

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.8.2

The following question has two parts. Answer Part A first, and then Part B.

      Part A What is the most likely meaning of anticipate as it is used in

this quotation from “What’s the Rush?” Choose the meaning based on context clues in the passage.

[I]n a part of the brain called the prefrontal cortex is the area that

has an important job: it helps boss around the other parts of your

brain so that you can make solid decisions, organize your thoughts, plan ahead, and anticipate consequences.

• 
  predict

• analyze

• 
  understand

• summarize

Tags

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.7.4

CCSS.RL.8.4

CCSS.RL.9-10.4

Part B Which quotation from the passage best supports the answer to Part A?

• other parts of your brain

• you can . . . plan ahead

• 
  it helps boss around

• all the above

Tags

CCSS.RL.2.6

CCSS.RL.8.3

What does the context suggest is the most likely meaning of deterred as it is used in this sentence from “What’s the Rush?”

• motivated to analyze something

• discouraged from doing something

• encouraged to discuss something

Tags

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.7.4

CCSS.RL.8.4

CCSS.RL.9-10.4

Part A What does the author of “What’s the Rush?” mean when she says that “risk-taking is like a dress rehearsal for real danger”?

• The author believes that people learn by practice and repetition.

• The author believes that teens act out danger scenarios to prepare for serious situations later in life.

• The author believes that people enjoy acting at all ages, but teens are especially good at it.

Tags

CCSS.RI. 9-10.6

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.8.6

CCSS.RL.9-10.6

The author of “What’s the Rush?” says that for teen drivers, “the possible consequences [of distracted driving] don’t always rank when that phone starts to buzz.”

Which of the following best expresses the author’s point?

• When their cell phones buzz, teen drivers forget about what may happen if they stop concentrating on driving.

• When their cell phones buzz, teen drivers cause many car accidents

• When their cell phones buzz, teen drivers always pick up their phones.

How are Elizabethan-era teenagers similar to teenagers today, according to “What’s the Rush?”

• Both groups of teens rebel against their parents’ authority.

• Both groups of teens act without thinking things through.

• Both groups of teens behave violently when they are angry.

Tags

CCSS.RI. 9-10.7

CCSS.RI.8.7

CCSS.RL.8.5

CCSS.RL.8.7

CCSS.RL.9-10.7

The author of “What’s the Rush?” says that for teen drivers, “the possible consequences [of distracted driving] don’t always rank when that phone starts to buzz.” Which of the following best expresses the author’s point?

• When their cell phones buzz, teen drivers forget about what may happen if they stop concentrating on driving.

• When their cell phones buzz, teen drivers cause many car accidents

• When their cell phones buzz, teen drivers always pick up their phones.

Tags

CCSS.RI. 9-10.6

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.8.6

CCSS.RL.9-10.6