Article
Illustration by Robert Matson
Debate Essay Kit,

Would You Get a Flip Phone?

More and more people are ditching their smartphones and getting flip phones instead. Is this a good idea?

By Mackenzie Carro
From the September 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 switching from a smartphone to a flip phone.
  • Structure
    The texts contains cause-and-effect and compare-and-contrast structures. Arguments for and against smartphones are woven throughout the article.
  • Language Conventionality and Clarity
    Vocabulary: some challenging academic vocabulary (e.g., devastated, equivalent, transformative) Figurative language: rhetorical questions
  • Knowledge Demands
    Experience with smartphones and the social media platforms mentioned in the text will be helpful.
  • Lexile
    920L
Lexile: 920L
Featured Skill: Argument Writing,
Other Key Skills: central ideas and details
Topics: Technology, SEL,
Common Core Standards
  • Anchor Standards
    R.1, R.2, R.6, R.8, W.1, W.5, SL.1, L.4, L.6
  • Grade 6
    RI.6.1, RI.6.2, RI.6.6, RI.6.8, W.6.1, W.6.5, SL.6.1, L.6.4, L.6.6
  • Grade 7
    RI.7.1, RI.7.2, RI.7.4, W.7.2, 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.8.5, 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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Skills Activities
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Quizzes (2)
Answer Key (1)
Dig Deeper!
Additional Texts for “Yes”
Guiding Question: How could this information be used to strengthen the argument that people SHOULD use flip phones instead of smartphones?
Additional Texts for “No”
Guiding Question: How could this information be used to strengthen the argument that people SHOULD NOT use flip phones instead of smartphones?
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Download the Lesson Plan

1. PREPARING TO READ

Project the Vocabulary 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