Article
John Ueland
Debate Scavenger Hunt,

Should Fidget Spinners Be Allowed at School?

Should students be allowed to use fidget spinners in school? A student and a principal face off in the debate. Who makes the most convincing argument?

From the October 2017 Issue

Learning Objective: to analyze and evaluate two opposing argument essays

Complexity Factors
  • Purpose
    This debate has a clear purpose: to present arguments for and against fidget spinners in the classroom.
  • Structure
    The debate consists of two short letters: one explains why fidget spinners should be allowed in school, and the other explains why fidget spinners should not be allowed in school.
  • Language Conventionality and Clarity
    Vocabulary: some challenging academic vocabulary (e.g., alleged, impede, relatively) Figurative language: rhetorical questions
  • Knowledge Demands
    Familiarity with fidget spinners and their uses will be helpful.
  • Lexile
    1010L
Lexile: 1010L
Featured Skill: Argument Writing,
Common Core Standards
  • Anchor Standards
    R.1, R.2, R.6, R.8, R.9, W.1, W.4, W.5, W.8, SL.1, L.1, L.2, L.3
  • Grade 6
    RI.6.1, RI.6.2, RI.6.6, RI.6.8, W.6.1, W.6.4, W.6.5, SL.6.1, L.6.1, L.6.2, L.6.3
  • Grade 7
    RI.7.1, RI.7.2, RI.7.6, RI.7.8, W.7.1, W.7.4, W.7.5, SL.7.1, L.7.1, L.7.2, L.7.3
  • Grade 8
    RI.8.1, RI.8.2, RI.8.6, RI.8.8, W.8.1, W.8.4, W.8.5, SL.8.1, L.8.1, L.8.2, L.8.3
TEKS Standards
  • Grade 6
    6.1; 6.2; 6.11; 6.14; 6.18; 6.19; 6.26, 6.27
  • Grade 7
    7.1, 7.2e, 7.11; 7.14; 7.18; 7.19; 7.26, 7.27
  • Grade 8
    8.1, 8.2e, 8.11; 8.14; 8.18; 8.19; 8.26, 8.27

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Answer Key (1)
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Answer Key (1)
Dig Deeper With These Texts
Additional Texts for “Yes”

Guiding Question: How could this information be used to strengthen the argument that fidget spinners SHOULD be allowed in school?

Additional Texts for “No”

Guiding Question: How could this information be used to strengthen the argument that fidget spinners SHOULD NOT be allowed in school?

Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

1. PREPARING TO READ

  • Give students a minute to preview the text features­—the headlines, illustrations or photos, any charts or graphs, etc. Ask students what they think the article is going to be about.
  • Project the Vocabulary Definitions.
  • Follow up with the Vocabulary Activity to practice using the words that are highlighted in bold in the debate.

2. READING AND TEXT MARKING

  • Read both texts once through as a class.
  • Ask: “No matter what you personally think about the issue, which author do you think makes the better argument?” Take a poll and tally the results on the board.
  • Project the first text. For this text only, have students complete the Scavenger Hunt box at the end of the article, modeling text marking on your whiteboard while students mark their magazines. Or print and distribute the Scavenger Hunt graphic organizer to help students develop their arguments. Note that a lower-level version of the graphic organizer that does not include counterargument is available.
  • Have students complete the Scavenger Hunt box in the magazine and/or the Scavenger Hunt graphic organizer for the second text in small groups.

3. DISCUSS

As a class, discuss the question at the end of the Scavenger Hunt: Who makes the stronger argument? Then ask:
        1. What do the authors agree about? What do they disagree about?
        2. How do the images support each author’s argument?
        3. What is each author’s tone? Explain your answer.

4. DEBATE

  • Divide students into groups according to which author they think makes the best argument. Have the groups stand on opposite sides of the room.
  • Students should then debate: One student offers a reason (support) for his or her opinion; a student from the other group responds.
  • Students should quietly switch sides if at any point during the debate they change their position on the issue; be sure to ask any student who does this why he or she did so. Encourage students to use evidence to support their opinions.
  • At the end of the debate, compare the number of students who support each author with the number who supported each author before the debate.

5. WRITING

  • Have students work individually to complete the Essay Kit guided-writing activity to write an argument essay supporting their points of view. Students can use the Argument Essay Checklist to evaluate and edit their essays.
  • If they are provided, use the extension resources provided in the “Resource” tab that bring in other articles to deepen the conversation. NOTE: Extra resources are not provided with every debate.  
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