Article
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Should You Go Screen-Free for a Week?

Emma says no way. Her brother Tyler says yes. Who makes the better argument?

From the March / April 2019 Issue
Lexile: 600L-700L, 800L-900L
Guided Reading Level: T
DRA Level: 50

Dear Tyler,

a girl typing on a laptop

ISTOCKPHOTO/GETTY IMAGES

Have you heard that our town is planning to take part in Screen-Free Week this spring? For seven whole days, millions of people around the world agree not to use any digital devices outside of work or school. That means no YouTube. No texting. No Netflix! I hope you’ll join me in saying NO THANKS.

First of all, how would we talk to our friends after school? We wouldn’t be able to message each other about homework, send funny Snaps, share cute dog videos . . . I’m getting lonely and bored just thinking about it.

We’d also feel more stressed. Video games definitely help me relax! I’ve been worried about my big math test next week. Battling enemies in Fortnite gives my brain a break from studying.

But screens aren’t just for fun. They help us learn new skills and express our creativity. How could I deprive the world of my TikTok music videos?

And what about Grandma? If we miss our weekly Skype call, she’s going to jump on a bus and come across the country to make sure we’re all OK.

The only thing we should be shutting down is this terrible idea of a screen-free week. Are you with me?

Love, your sister,

Emma

Dear Emma,

a teen with his hands on his waist

MONKEY BUSINESS IMAGES/SHUTTERSTOCK.COM

You’re not going to believe this, but I think Screen-Free Week is a pretty good idea. I just read that the average kid is glued to screens for 4.5 hours a day. That’s time we could be using to play sports, do activities as a family, or hang out with friends.

Sure, you’re in touch with your friends online. But when’s the last time you had anyone over? Experts say in-person conversations build our social skills and empathy.

And you say screens help you relax. But math might not seem so hard if you weren’t checking your messages every few minutes. My teacher showed us a study that says people take 50 percent longer to complete tasks (and make way more mistakes!) when they’re distracted by pings and buzzes.

By taking a break from screens, we can learn to balance our time better with other activities—like riding scooters, playing Monopoly as a family, and writing Grandma snail-mail letters to make up for the missed Skype call.

So let’s do it. Unless you’re afraid I’ll win at Monopoly?

Your loving brother,

Tyler

Can't-Miss Teaching Extras
More About Screen-Free Week

Go to screenfree.org to get information about organizing screen-free events, take a screen-free pledge (and get a certificate for the achievement when the week is through!), find ideas for unplugged play, and more!

Who Needs Screens?

From Campaign for a Commercial-Free Childhood, this list of 70 Ideas for Family Fun provides plenty alternatives to iPads and YouTube. Share the list and have your students report back on which ideas they tried.

More About the Story

Skills

Main ideas and supporting evidence, opinion writing

Complexity Factors

Purpose

The debate presents pros and cons of going screen-free for a week.  

Structure

The text consists of two letters, one from a girl to her brother arguing that a screen-free week is a bad idea, and the other from her brother arguing that a screen-free week has value. 

Language

The language is mainly conversational but includes a few higher-level words, such as deprive and empathy. There are also rhetorical questions and other figures of speech.

Knowledge Demands 

The text mentions a number of games and websites.

Step-by-Step Lesson Plan

1. Preparing to Read

Have students preview the text features. Ask:

  • What is the topic of the debate? (Prompt students to use the debate title and the heading on the chart as clues.)
  • What do you think are the two sides of the issue?

2. Reading the Debate 

Read the debate as a class or in small groups.

Have students read the debate a second time. Prompt them to mark the types of support the author presents to back up each side, including:

  • Facts and statistics (F/S)
  • Quotes from experts (Q)
  • Stories or examples (EX)

3. Discussing

As a class or in groups, have students discuss:

  • Which evidence is most effective in supporting each side?
  • Is one side stronger than the other? Why?
  • What is your opinion? What evidence do you find the most convincing?
  • For more-advanced students: Do you think the author has a preferred point of view on this issue? What is your evidence?

4. Writing

Have students complete the chart in the magazine.

Distribute the activity “Write an Opinion Essay.” The lower-level version guides students to write a three-paragraph essay on the debate topic. The higher-level version prompts them to bring in additional evidence and write six paragraphs, including a rebuttal of the other side. With either version, hand out our Opinion Writing Toolkit, which offers writing tips and transition words.

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