Do I Still Need a Booster Seat?
Maya wants out. Her mom says she’s not ready yet.
Students will take a side on an engaging topic while practicing opinion writing.
Main Idea and Supporting Details
Main idea and supporting details, opinion writing
This article and lesson support the following standards:
Common Core anchor standards: R.1, R.2, R.6, R.8, W.1, SL.1
TEKS: 3.14, 3.21
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Have students preview the text features. Ask:
- What are the two opinions people might have about this topic?
- What is the topic of the debate? (Prompt students to use the debate title and the heading on the chart as clues.)
- 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.
- 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?
Different laws for different states
Nearly every state has a different set of laws regarding boosters. It’s worth showing your students this infographic, which illustrates just how complicated the rules are.
For a math extension, take a survey of your students to find out who uses a booster seat. (They can put their heads down, close their eyes and raise their hands if they’re reluctant to answer!) Turn your data into a simple bar graph.
A more discreet seat?
Mifold is a discreet seat is one that even booster-averse kids might be interested in: It’s so compact it fits into a backpack. If you have students who say they’re too embarrassed to be seen in a booster, show them this video and see if they change their minds.