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Lesson Plan - Are Video Games Good for You?
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Learning Objectives
Students will evaluate reasons and evidence that support two sides of a debate about video games.
Text Structure
Argument
Content-Area Connections
Debate; English Language Arts
Standards Correlations
CCSS: RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.8, RI.4.10, L.4.4, SL.4.1
NCSS: Individual Development and Identity
CASEL: Responsible Decision Making
TEKS: ELAR 4.10
1. Preparing to Read
Watch a Video: Video Games: Then and Now
After watching, ask: What are some ways that video games have changed over time?
Preview Words to Know
Project the online vocabulary slideshow and introduce the Words to Know.
Set a Purpose for Reading
As students read, encourage them to be on the lookout for arguments they find persuasive.
2. Close-Reading Questions
1. According to the article, how did kids’ gaming habits change when much of the nation shut down? Many parents let kids spend more time playing video games last year. It was a way for kids to stay in touch with friends and escape from the real world.
(RI.4.3 CAUSE/EFFECT)
2. What is the meaning of the word vital in the article? What does Jeff Haynes say is a vital skill? The word vital means extremely important. Jeff Haynes of Common Sense Media says that being able to work with others is a vital skill.
(RI.4.4 WORD MEANING)
3. What evidence supports the idea that video games can take kids’ attention away from more important things? The article notes that in a survey, many parents said that video games interfered with their teens’ homework and sleep. Nearly half said gaming got in the way of family activities.
(RI.4.8 EVALUATING EVIDENCE)
3. Skill Building
FEATURED SKILL: Opinion Writing
Use the Skill Builder “Seeing Both Sides” to have students explore the debate and draft persuasive paragraphs.
(W.4.1 OPINION WRITING)
English Learners
Invite ELs whose native language is Spanish to read the Spanish version of this article alongside the English version.
Striving Readers
Have students read or listen to the lower-level version of the article, underlining or noting the main arguments.
Small Groups Group
Review rules for respectful classroom debate, like listening actively and not interrupting others. Discuss why these rules are important, then have students form teams and debate this fun topic.