For an inspiring way to teach Storyworks Jr.debates, check out this teacher’s detailed 5-day plan!
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Should Kids Be Paid to Do Chores?
Jaden says he should earn money for doing chores. His mom doesn't agree. What do you think?
From the May / June 2018 Issue
Learning Objective: Students will take a side on an engaging topic while practicing opinion writing.
Lexiles: 510L, 560L, 790L
Guided Reading Level: O
DRA Level: 30
Featured Skill:
Main Idea and Supporting Details,
Topic:
Social Issues,
Common Core Standards
TEKS Standards
Activities
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Skills Activities
Quizzes
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Quizzes
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Answer Key
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Can't Miss Teaching Extras
Teacher Approved!
Child Labor
There’s a fascinating opportunity to connect this debate to the play from your October/November 2017 issue: “The Dangerous Life of Harriet Hanson.” It’s the true story of a 10-year-old girl who, like many young children in the early 1900s, had to work long hours in a factory under dangerous conditions. These children were paid next to nothing for this risky work.
Ages and Abilities
This printable chart outlines which chores kids should be able to handle at various ages. It could spark a fun discussion in your class!
Chores Around the World
Kids around the world have all kinds of different chores. In Japan, kids are taught to be self-reliant at a young age. That means riding the subway and running errands on their own! In Spain, there is an actual law requiring kids to do their share of the housework. See how other kids help out here!
Google Classroom Tips
Check out our Ideabook post about using Google Classroom to teach our debates. The post uses a Storyworks article as an example, but all of the advice applies!
More About the Article
Key Skills
main idea and supporting details, opinion writing
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 are the two opinions people might have about this topic?
2. READING THE DEBATE
Depending on the reading level of your students, read the debate as a class or break the class into groups.
Have students read the debate a second time. Prompt them to highlight evidence supporting each side as they come across it. Using two different colors of highlighters would be useful here.
3. DISCUSSING
As a class or in groups, have students discuss:
Which opinion has the best evidence to support it?
Is one side stronger than the other? Why?
What is your opinion? What evidence helped you form your opinion?
For more advanced readers: Do you think the author has an opinion on this issue? What is your evidence?
4. WRITING
Have students complete the chart in the magazine or our full-page printable chart.
Guide students to write an essay on the debate topic, using the chart they filled out.
5. CHECK COMPREHENSION
Have students complete our comprehension quiz.
Text-to-Speech