Article
Heather Weston
Debate Essay Kit,

Would You Ban Texting and Walking?

Texting while walking is dangerous. But should it be against the law?

By Kristin Lewis
From the February 2018 Issue

Learning Objective: to identify and evaluate key points on both sides of a debate; to write an argument essay

Complexity Factors
  • Purpose
    This debate has a clear purpose: to present arguments for and against passing a law against distracted walking.
  • Structure
    The texts contains cause-and-effect and compare-and-contrast structures. Arguments for and against banning texting and walking are woven throughout the article.
  • Language Conventionality and Clarity
    Vocabulary: some challenging academic vocabulary (e.g., legislation, peripheral, simultaneously) Figurative language: rhetorical questions
  • Knowledge Demands
    Familiarity with the U.S. legal system may aid in comprehension, but is not required.
Featured Skills: Argument Writing,
Topic: Social Issues, Technology,
Common Core Standards
  • Anchor Standards
    R.1, R.2, R.6, R.8, W.1, W.4, W.5, W.7, SL.1, L.4, L.6
  • 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.6.4, L.6.6
  • Grade 7
    RI.7.1, RI.7.2, RI.7.4, W.7.2, W,7.4, W.7.5, SL.7.1, SL.7.2, L.7.4, L.7.6
  • 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.8.4, L.8.6
TEKS Standards
  • Grade 6
    6.1; 6.2e; 6.11; 6.14; 6.18; 6.19; 6.26, 6.27
  • Grade 7
    7.1, 7.2e, 7.11; 7.14; 7.18a,b,c; 7.19; 7.26, 7.27
  • Grade 8
    8.1, 8.2e, 8.11; 8.14; 8.18a,b,c; 8.19; 8.26, 8.27

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

Guiding Question: How could this information be used to strengthen the argument that a law banning distracted walking SHOULD be passed?

 

Additional Text for “No”

Guiding Question: How could this information be used to strengthen the argument that a law banning distracted walking SHOULD NOT be passed?

 

Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Download the Lesson Plan

1. PREPARING TO READ

Project the Vocabulary Words and Definitions handout and preview the vocabulary. 

2. READING AND TEXT MARKING

  • Read the article once as a class. 
  • On your whiteboard, model text marking as students mark their magazines: Use a red-colored pencil to underline details that support the “Yes” side of the debate. 
  • Have students work in groups to underline details that support the “No” side of the debate, this time with a blue-colored pencil.

3. DISCUSSING AUTHOR BIAS

Have students discuss the following in their groups: Does the writer show bias—that is, a preference for one side of the debate or the other? How do you know?

4. DOING THE ACTIVITY

Have students fill in the “Yes/No” chart in their magazines using the strongest details that they underlined in the text.

5. DEBATING

Invite students to debate the topic at hand. Encourage them to use text evidence to support their opinions.

6. WRITING

Text-to-Speech