Article
RJ Matson
Debate Essay Kit,

Do You Need Recess?

In busy school schedules, recess takes a back seat. Should this be changed?

By Mackenzie Carro
From the November 2017 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 having recess in middle schools.
  • Structure
    The texts contains cause-and-effect and compare-and-contrast structures. Arguments for and against recess are woven throughout the article.
  • Language Conventionality and Clarity
    Vocabulary: some challenging academic vocabulary (e.g., facilitate, monitor, retain) Figurative language: rhetorical questions
  • Knowledge Demands
    Google, Facebook, and Yelp are mentioned.
Lexile: 1000L
Featured Skill: Argument Writing,
Topic: Health,
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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Dig Deeper With These Texts
Additional Texts for “Yes”
Guiding Question: How could this information be used to strengthen the argument that middle schoolers SHOULD have recess?
 

 

Additional Text for “No”
Guiding Question: How could this information be used to strengthen the argument that middle schoolers SHOULD NOT have recess?

 

Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Download the Lesson Plan

1. PREPARING TO READ

Project the 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