Article
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Debate,

Is It Fair to Ban Fidget Spinners?

Can these popular gadgets help kids focus in school, or are they just another distraction? Students will read arguments on both sides and then take a stand.

By Kara Corridan
From the September 2017 Issue
Lexiles: 780L, 660L
Guided Reading Level: R
DRA Level: 40
Featured Skill: Supporting an Argument, Main Idea and Supporting Details,
Topic: Social Issues,
Common Core Standards
  • Anchor Standards
    R.1, R.2, R.6, R.8, W.1, W.4, W.10, SL.1, L.3
  • Grade 4
    RI.4.1, RI.4.2, RI.4.8, W.4.1, W.4.4, W.4.10, SL.4.1, L.4.3
  • Grade 5
    RI.5.1, RI.5.2, RI.5.8, W.5.1, W.5.4, W.5.10, SL.5.1, L.5.3
  • Grade 6
    RI.6.1, RI.6.2, RI.6.6, RI.6.8, W.6.1, W.6.4, W.6.10, SL.6.1, L.6.3
TEKS Standards
  • 4.12; 4.15; 4.19; 4.20; 4.27; 4.28; 4.29; 5.12; 5.15; 5.19; 5.20; 5.24; 5.26; 5.27; 5.28; 5.29; 6.11; 6.14; 6.18; 6.19; 6.23; 6.25; 6.26; 6.27; 5.29
Read the Story
Activities (2)
Skills Activities
Quizzes (1)
Answer Key (2)
Answer Key (2)
Activities (2) Download All Activities
Skills Activities
Quizzes (1)
Answer Key (2)
Answer Key (2)

More About the Story

Skills

Main ideas and supporting evidence, opinion writing

Complexity Factors

Purpose

The debate has a clear purpose: to present arguments for and against banning fidget spinners in school.

Structure

The debate begins with an anecdote that introduces the topic. The introduction is followed by a section arguing for fidget spinners in school and another section arguing against them. The text includes cause-and-effect and compare-and-contrast structures.

Language

The language is mainly conversational but includes figures of speech and a rhetorical question.

Knowledge Demands 

No specific background knowledge required.

Step-by-Step Lesson Plan
Download the Lesson Plan

1. Preparing to Read

Have students preview the text features. Ask:

  • What is the topic of the debate? (Prompt students to use the debate title and the heading on the chart as clues.)
  • What do you think are the two sides of the issue?

2. Reading the Debate 

Read the debate as a class or in small groups.

Have students read the debate a second time. Prompt them to mark the types of support the author presents to back up each side, including:

  • Facts and statistics (F/S)
  • Quotes from experts (Q)
  • Stories or examples (EX)

3. Discussing

As a class or in groups, have students discuss:

  • Which evidence is most effective in supporting each side?
  • Is one side stronger than the other? Why?
  • What is your opinion? What evidence do you find the most convincing?
  • For more-advanced students: Do you think the author has a preferred point of view on this issue? What is your evidence?

4. Writing

Have students complete the chart in the magazine.

Distribute the activity “Write an Opinion Essay.” The lower-level version guides students to write a three-paragraph essay on the debate topic. The higher-level version prompts them to bring in additional evidence and write six paragraphs, including a rebuttal of the other side. With either version, hand out our Opinion Writing Toolkit, which offers writing tips and transition words.

Text-to-Speech