Lesson Plan - Are Video Games Good for You?

Learning Objective

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: R.1, R.2, R.3, R.4, R.5, R.6, R.7, R.8, R.10, L.4, SL.1, W.1

NCSS: Individual Development and Identity 

CASEL: Responsible Decision Making 

TEKS: ELAR 5.10, 6.9

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. 

  • isolate
  • excessive

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.
R.5 Cause/Effect

2. What is the meaning of the word vital in the article? What does Jeff Haynes of Common Sense Media say is a vital skill?
The word vital means very important. Jeff Haynes says that being able to work with others is a vital skill.
R.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 recent 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.
R.8 Evaluating Evidence

3. Skill Building

FEATURED SKILL: Opinion Writing
Use “Seeing Both Sides” to have students explore the debate and write persuasive paragraphs. 
W.1 Opinion Writing

Text-to-Speech