Standards Correlations

R.1, R.2, R.3, R.4, R.7, W.2, SL.1, L.4, L.5, L.6

Learning Objective

Students will read and summarize a text about changing perceptions of video games.

Key Skills

summarizing, text features, vocabulary, problem and solution, cause and effect, compare and contrast, figurative language, informational writing

Complexity Factors

Purpose: The article explains the benefits of video games while reminding readers not to overdo their screen time.

Structure: The text examines ideas about video games through the lens of one teen’s experience. It includes quotes from experts.

Language: The language is conversational. 

Knowledge Demands: The video conferencing app Zoom is mentioned, as are popular video games (e.g., Fortnite, Among Us, Minecraft).

Levels

Lexile: 600L-700L 

Guided Reading Level: U 

DRA Level: 50

Lesson Plan: Is Gaming Good for You?

Essential Questions

  • What are the benefits of socializing?
  • How is virtual socializing different from in-person socializing?

Literature Connection

  • Graphic novel: In Real Life by Cory Doctorow and Jen Wang

1. Preparing to Read 

Build Background Knowledge (10 minutes)

  • Have students take our Interactive Prereading Quiz to test their knowledge of (and learn some surprising facts about) video games.

Preview Text Features (15 minutes)

Guide students to locate the article. Then preview the text features by asking the following questions:

  • Look at the main image. What elements from games or gaming systems do you recognize? Answers will vary. Students might mention Mario, an Xbox controller, the Among Us logo, a Minecraft character, and a Nintendo Switch. 
  • Read the statement inside the green circle at the beginning of the article. Does it surprise you that most people in the U.S. play video games? Among your friends and relatives, would you say 3 out of 4 play video games? Answers will vary. The “3 out of 4” statement is a good way to get students to think about the parts of a whole. Encourage them to answer the questions using phrases like “most of my friends” or “less than half of my friends.”
  • Read the timeline near the end of the article. Then try to sum the information up in one or two sentences. The timeline tells you how gaming has changed over time. It went from something you couldn’t do at home to something you could do at home alone to something you could do online with friends. 

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the words (social, addiction, isolated, creative, substitute) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow.

Make a Plan for Reading 

Before students start to read, walk them through a reading plan:

  • Set a purpose for reading: Tell students that the article will tell them about how adults’ attitudes toward video games are changing. 
  • Point out the Pause and Think boxes. Tell students they can check their understanding of what they’ve read by answering these questions.
  • Point out the activity at the end of the article, and tell students they will complete it after reading. Guide them to briefly scan the questions in the activity and to keep them in mind as they read.

2. Reading and Unpacking the Text

Guide students to read the article. Once they understand it well, discuss the following close-reading and critical-thinking questions

Close-Reading Questions (15 minutes)

  • When Anna Blackburn started playing Among Us, what problem did the game help her solve? (problem and solution) With many activities canceled because of the pandemic, Anna was lonely. Playing Among Us was a way for her to connect with her friends, which made her feel better.
  • Based on the article, why has the number of people who play video games grown in the past year? (cause and effect) In the past year, people have been spending more time at home because of the Covid-19 pandemic, and many activities have been canceled. To stay busy, people have spent more time and money on video games than ever before.  
  • How are today’s video games different from video games 30 years ago? (compare and contrast) Thirty years ago, it was just a person against a computer. Today, many video games are online and involve multiple players.

Critical-Thinking Questions (10 minutes)

  • Jordan Shapiro states that parents are finally seeing the benefits of video games. He says, “They’re seeing how rich it is, how social it is.” How is the word rich used in this sentence? What does it mean? (figurative language) In this sentence, the word rich means something like “having a lot to offer.” Shapiro is saying that video games have a number of benefits: They’re social, they can make you more creative, and they can strengthen your memory. 
  • Do you think the social skills you practice online are different in any way from those that you use in real life? Can you think of any social skills that are better practiced in person? Explain. (compare and contrast) Answers will vary. Students may point out social skills like using appropriate eye contact, physical distance, and touch that are difficult or impossible to simulate online. Other skills that are better practiced online might be: reading facial cues, listening deeply, and being present even when bored.

3. Skill Building and Writing

  • Have students work in pairs to complete the Spotlight Skill activity at the end of the article.
  • Use our Summarizing Skill Builder, available in higher- and lower-level versions. (Click here to view all your Skill Builders for this article.)
  • Writing prompt: Imagine that your school principal is thinking of starting a gaming club at school. In a well-organized paragraph, explain whether you think the club is a good idea or a bad one. Support your answer with at least two pieces of information from the article.

Learn Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Conduct a survey.

Remember that green circle that says 3 out of 4 people play video games? Find out if that’s true in your life! Make a list of 40 people you know (friends, relatives, neighbors, teachers) and ask them if they play. You can do this by:

  • calling or texting each person
  • sending a message on social media
  • asking in person (if you can do it safely)

Once you have your answers, count them up. Are 30 of your 40 people (the same as 3 out of 4) gamers? Is it more? Is it less? Share your results with your class. 

(Note: You don’t have to stick to that one question. You can make your survey more interesting by asking additional questions. For people who play video games, you might ask what their favorite game is. For those who don’t play, you might ask what they do for fun. Or you can think of some other questions of your own. Have fun!)

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