Article
M Swiet Productions/Getty Images (sea turtle); Henrik Sorensen/Getty Images (red balloons in water)
Debate Scavenger Hunt,

Should Balloons Be Banned?

Two writers face off in the debate over whether balloons should be banned. Who makes the best argument? 

From the March 2017 Issue

Learning Objective: to analyze and evaluate two opposing argument essays

Complexity Factors
  • Purpose
    The debate has a clear purpose: to discuss whether balloons should be banned.
  • Structure
    The debate consists of two short essays: one explains why balloons should be banned, and the other explains why balloons do not need to be banned.
  • Language Conventionality and Clarity
    Vocabulary: some challenging academic vocabulary (e.g., biodegradable, depleting, frivolous, negligible) Figurative language: rhetorical questions
  • Knowledge Demands
    The text makes a number of scientific and environmental references (e.g., natural resources, biodegradable, etc.)
Lexile: 890L (combined)
Featured Skill: Argument Writing,
Other Key Skills: central ideas and details
Topic: Science,
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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Lower-level Scavenger Hunt
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Activities (6)
Core Skills Workout
  • The Core Skills Workout is a series of skill-based activities that will help your students "bulk up" in the comprehension skills they need most to become strong, analytical readers. The Core Skills Workout comes with every issue and will support your reading program no matter what your scope and sequence.
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Skills Activities
Answer Key (1)
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Activities (6) Download All Activities
Core Skills Workout
  • The Core Skills Workout is a series of skill-based activities that will help your students "bulk up" in the comprehension skills they need most to become strong, analytical readers. The Core Skills Workout comes with every issue and will support your reading program no matter what your scope and sequence.
Reference
Skills Activities
Answer Key (1)
Dig Deeper With These Texts
Additional Text for “Yes”
 

Guiding Question: How could this information be used to strengthen the argument that balloons SHOULD be banned?

Additional Texts for “No”

 

Guiding Question: How could this information be used to strengthen the argument that balloons SHOULD NOT be banned?

Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Download the Lesson Plan

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

Text-to-Speech