Before Reading
Focus and Motivate
What Video Games Can Teach Us
Magazine Article by Emily Sohn
The Violent Side of Video Games
RI 8 Trace and evaluate the argument and specific
claims in a text, distinguishing claims that are
supported by reasons and evidence from claims
that are not. RI 9 Compare and contrast one
author’s presentation of events with that of
another. W 1 Write arguments to support claims
with relevant evidence. L 1 Demonstrate command
of the conventions of grammar. L 2 Demonstrate
command of the conventions of punctuation.
L 4c Consult thesauruses, both print and digital, to
clarify meaning.
summary
Two articles explore the effects of video
games on young people. The first presents
potential benefits of video games, including claims that they may inspire learning and
improve coordination and visual skills. The
second looks at potential harmful effects,
including desensitizing people to violence.
Magazine Article
Can a GAME play YOU?
RI 8 Trace and evaluate the
argument and specific claims in
a text, distinguishing claims that
are supported by reasons and
evidence from claims that are
not. RI 9 Compare and contrast
one author’s presentation of
events with that of another.
L 2 Demonstrate command of the
conventions of punctuation.
How often have you heard the reminder “It’s only a game”? It’s
meant to warn us that games shouldn’t be taken too seriously.
But suppose a game could help you learn, or change the way you
act. Would it still be “only a game”? Many people think that video
games, in particular, can have a powerful effect on their players. The
following articles will show you some of the ways in which video
games can be helpful or harmful.
DISCUSS Gather in a small group to discuss your video game habits.
Take turns answering such questions as “How much time do you
spend playing video games each week?” “What kinds of games do
you play?” and “Do you think video games have a positive or negative
effect on you?” When you are done, compare your answers with
those of the other groups.
Can a GAME play YOU?
Ask students to interpret the question on
page 942 and give preliminary answers. Next,
ask students what games they play and why
they enjoy them. Then have small groups
complete the DISCUSS activity.
Selection Resources
942
See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.
RESOURCE MANAGER UNIT 8
BEST PRACTICES TOOLKIT
Plan and Teach, pp. 93–100
Summary, pp. 101–102†‡*
Text Analysis and Reading
Skill, pp. 103–106†*
Vocabulary, pp. 107–109*
Grammar in Context, p. 112
Jigsaw Reading, p. A1
New Word Analysis, p. E8
Cause-and-Effect Diagram
(Multiple Causes), pp. B16,
B37
TECHNOLOGY
Teacher One Stop DVD-ROM
Student One Stop DVD-ROM
Audio Anthology CD
GrammarNotes DVD-ROM
ExamView Test Generator
on the Teacher One Stop
DIAGNOSTIC AND SELECTION
TESTS
Selection Tests, pp. 267–270
* Resources for Differentiation
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† Also in Spanish
‡ In Haitian Creole and Vietnamese
2/2/11 2:41:01 AM
Meet the Author
Teach
text analysis: argument
An argument consists of a claim, or position on an issue
or problem, supported by reasons and evidence. A basic
argument might look like this.
Claim: Dogs are smart.
Support: My dog knows his name and does tricks.
The two articles that follow examine the pros and cons
of playing video games. As you read them, look for facts
included in each argument that are for or against the issue.
Which article is in favor of playing video games and which
one is opposed to them?
reading skill: evaluate support
To avoid being easily swayed by a weak argument, it is a
good idea to evaluate the support and reasoning a writer
includes. Watch for these weaknesses:
• Vague language—statements that are unclear
• Irrelevant examples—examples that do not directly relate
to the claim
• Faulty reasoning—reasoning that includes fallacies, or
errors in logic.
As you read each article, record examples of strong support
and weak support in a chart like the one shown.
“What Video Games Can Teach Us”
Strong Support
Weak Support
Vague language: “a number of
young gamers” (line 33)
Emily Sohn
A Mind for Science
A specialist in health and science,
Emily Sohn has written for a number
of publications, including Health, U.S.
News & World Report, Smithsonian,
and Outside. She has also written for
the student Web site for Science News.
On Assignment
Though she is based in Minneapolis,
Minnesota, Sohn’s work as a freelance
writer has taken her to faraway and
fascinating places. Sohn has traveled
to Cuba, Turkey, the Peruvian Amazon,
and Sweden in order to research
her stories. She is also the science
correspondent for Project Exploration,
a “living classroom” founded by
paleontologist Dr. Paul Sereno and
educator Gabrielle Lyon. Sohn went to
the Sahara Desert in Niger to report
on the project’s Dinosaur Expedition
2005.
Free Time
Sohn loves being outside. When she’s
not writing or traveling, Sohn enjoys
rock climbing, camping, and
exploring.
T E X T A N A LY S I S
RI 8
RI 9
Model the Skill: argument
Write these statements on the board:
Milo plays the game of chess.
Games develop the mind.
Point out that the second statement is a
claim because it takes a position on an
issue. The first sentence merely states a
fact. Explain that a statement such as Milo
has gotten better grades since he started
playing chess would support the claim.
GUIDED PRACTICE Ask students to restate
the article title “The Violent Side of Video
Games” as a claim.
READING SKILL
RI 8
Model the Skill: evaluate
support
Present these statements:
• Claim: Dogs are smarter than cats.
• Support: Cats can’t learn to do tricks.
vocabulary in context
You’ll find the following words in the articles on playing video
games. To see how many you know, write definitions for the
boldfaced words.
1.
2.
3.
4.
Video games captivate many people.
Some people worry about games that simulate violence.
Video game players learn to make precise movements.
The opinions of different experts complicate the issue.
Complete the activities in your Reader/Writer Notebook.
Explain that the supporting statement is
an example of faulty reasoning because it
is an overgeneralization. The assertion is
too broad to be accurate.
GUIDED PRACTICE Ask students to reword
the supporting statement to correct the
faulty reasoning.
Author Online
Go to thinkcentral.com. KEYWORD: HML6-943
RESOURCE MANAGER—Copy Master
Evaluate Support p. 105
943
VOCABULARY SKILL
L4
vocabulary in context
DIAGNOSE WORD KNOWLEDGE Have all
students complete Vocabulary in Context.
Check their definitions against the following:
captivate (kBpPtE-vAtQ) v. to attract and hold
interest
complicate (kJmPplG-kAtQ) v. to make difficult or
complex
precise (prG-sFsP) adj. exact or correct
simulate (sGmPyE-lAtQ) v. to imitate
PRETEACH VOCABULARY Use the following
copy master to help students determine the
meaning of each boldfaced word.
RESOURCE MANAGER—Copy Master
Vocabulary Study p. 107
1. Read item 1 aloud, emphasizing
captivate.
2. Point out the words hooking and
appealing, and elicit possible meanings
for captivate, such as “appeal to.” Have
students compare these meanings to the
definitions in column 3.
3. Have students complete the activity in
Part B independently.
what video games can teach us / the violent side of video games
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943
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Practice and Apply
read with a purpose
Help students set a purpose for reading. Tell
them to read the articles to learn how video
games might affect how people see the world.
T E X T A N A LY S I S
Model the Skill:
a
argument
RI 8
RI 9
Reread the definition of claim on page 943.
Remind students that support consists of
reasons and evidence intended to convince
readers that a claim is true. An argument
might also include facts against the claim.
EEmily
il y S
Soh
Sohn
hn
Possible answer: Claim: “Video games
might actually be good for you” (line 2).
Reasons for: “media don’t necessarily cause
violence” (line 9); “The games might actually
do a lot of good” (line 15). Reasons against:
“studies appear to support the link between
media violence and bad behavior”
(lines 6–8)
Targeted Passage
1
10
revisit the big question
Can a GAME play you?
Discuss In lines 1–17, why do you think there is
so much controversy over video games?
Explain. Students may note that adults want
to protect kids, and they worry that video
games cause bad behavior. Students may also
assert that people who don’t play video games
don’t understand what they’re about, and this
lack of understanding leads to controversy.
a
ARGUMENT
Reread lines 1–17 and
locate the author’s
claim. What reasons
does she provide
as support for her
argument? What
reasons does she
include against it?
HERE’S SOME NEWS FOR YOU TO SHARE WITH YOUR PARENTS AND
TEACHERS: VIDEO GAMES MIGHT ACTUALLY BE GOOD FOR YOU.
Whenever a wave of teenage violence strikes, movies, TV, or
video games often take the heat. Some adults assume that movies,
TV, and video games are a bad influence on kids, and they blame
these media1 for causing various problems. A variety of studies
appear to support the link between media violence and bad behavior
among kids.
But media don’t necessarily cause violence, says James Gee. Gee
is an education professor at the University of Wisconsin, Madison.
“You get a group of teenage boys who shoot up a school—of course
they’ve played video games,” Gee says. “Everyone does. It’s like
blaming food because we have obese people.”
Video games are innocent of most of the charges against them,
Gee says. The games might actually do a lot of good. Gee has
written a book titled What Video Games Have to Teach Us About
Learning and Literacy. a
1. media: a general term that includes television, films, magazines, newspapers, and video games.
944
unit 8: information, argument, and persuasion
differentiated instruction
for english language learners
for struggling readers
Task Support Explain what pro and con mean.
Tell students that one article supports the claim
that video games are good for you, while the
other is against this claim. Assign students to
Jigsaw Reading groups to read parts of each
article and find statements for and against the
claim. Discuss the pros and cons with the class.
In combination with the Audio Anthology CD,
use one or more Targeted Passages (pp. 944,
947, 948) to ensure that students focus on key
selection concepts and skills.
BEST PRACTICES TOOLKIT—Transparency
1 Targeted Passage [Lines 3–17]
This passage refutes a common charge made
against video games and identifies the primary
expert Sohn consulted for her article.
• What common charge is often made against
video games? (lines 4–6)
• What expert has Sohn consulted for her
article? What is his occupation? (lines 9–10)
• What argument does the expert use against
the claim that media cause violence?
(lines 11–13)
Jigsaw Reading p. A1
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unit 8: information, argument, and persuasion
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20
A growing number of researchers agree with Gee. If used in the right
way, video and computer games have the potential to inspire learning.
And they can help players improve coordination2 and visual skills.
READING SKILL
RI 8
b
Attention-Getting Games
30
40
A good video game is challenging, entertaining, and complicated,
Gee says. It usually takes 50 to 60 hours of intense concentration
to finish one. Even kids who can’t sit still in school can spend hours
trying to solve a video or computer game. . . .
The captivating power of video games might lie in their interactive
nature. Players don’t just sit and watch. They get to participate in the
action and solve problems. Some games even allow players to make
changes in the game, allowing new possibilities.
And kids who play computer games often end up knowing more
about computers than their parents do. “Kids today are natives
in a culture in which their parents are immigrants,” Gee says.
In his 2 to 3 years of studying the social influences of video
games, Gee has seen a number of young gamers become computer
science majors in college. One kid even ended up as a teaching
assistant during his freshman year because the school’s computer
courses were too easy for him. b
complicate
(kJmPplG-kAtQ) v.
to make difficult
or complex
captivate (kBpPtE-vAtQ)
v. to attract and
hold interest
b
EVALUATE SUPPORT
Reread lines 32–36.
Why might the author
have chosen to use
vague language to
make this point?
GRAMMAR IN
CONTEXT
Video games can enhance reading skills too. In the game Animal
Crossing, for instance, players become characters who live in a town full
of animals. Over the course of the game, you can buy a house, travel
from town to town, go to museums, and do other ordinary things. All the
while, you’re writing notes to other players and talking to the animals.
Because kids are interested in the game, they often end up reading at
a level well above their grade, even if they say they don’t like to read.
Games can inspire new interests. After playing a game called Age
of Mythology, Gee says, kids (like his 8-year-old son) often start
checking out mythology books from the library or join Internet chat
groups about mythological characters. History can come alive to
a player participating in the game. . . .
The second sentence
in line 37 begins with a
prepositional phrase,
“In the game,” which
modifies “Animal
Crossing.” When you
use prepositional
phrases to modify a
word in a sentence, be
sure that you place the
prepositional phrase
close to that word, as
the author has done.
Otherwise, you can
confuse your readers.
2. coordination: the ability to make multiple muscle groups work smoothly together.
what video games can teach us
L1
Prepositional Phrases Have students identify the preposition and its object in line
37 (in, the game). Then have students read
lines 44–45 and identify the prepositional
phrase and the word it modifies. (after
playing a game, kids) Point out how the
clause “Gee says” is set off by commas to
make it clear that the prepositional phrase
modifies kids, not Gee.
VOCABULARY
L4
own the word
• complicate: Point out that complicated
is a verb form used as an adjective. Ask:
Why are video games complicated?
• captivate: Explain that captivating is
the participle of captivate. Ask students
what activities they find captivating.
945
for english language learners
for struggling readers
Vocabulary Support Have students use New
Word Analysis to study these words from
“What Video Games Can Teach Us”: adults
(lines 4, 77), intense (line 22), media (lines 6, 7, 9),
participate (line 26); and from “The Violent Side
of Video Games”: debate (line 17), research
(lines 37, 42).
Reading Skill Follow-Up: Evaluate Support
[paired option] Have partners read lines 21–48
and add examples of strong and weak support
to their charts from page 943. Explain that
Sohn presents a number of claims on this page.
Suggest that students look for a possible claim
and support for it in each paragraph.
New Word Analysis p. E8
Possible answer: The author may have
used the vague phrase a number of young
gamers because Gee (the expert) did not
provide exact numbers or perhaps because
the exact numbers do not support her
claim.
grammar
in context
Screen Reading
BEST PRACTICES TOOLKIT—Transparency
evaluate support
Strong Support
Precise language:
“50 to 60 hours of
intense concentration
to finish one” video
game (lines 22_ 23)
Weak Support
Vague language: “a
number of young
gamers become
computer science
majors” (lines 33 _ 34)
Relevant example:
Players “participate
in the action and
solve problems.”
(lines 26_ 27)
Overgeneralization:
Kids “often end up
reading at a level well
above their grade”
(lines 42_ 43)
what video games can teach us
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945
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Improved Skills
READING SKILL
Model the Skill: evaluate
c
RI 8
50
support
Define the phrase strong support as
follows: clear, precise language; relevant
examples; logical, focused statements.
Add the examples below to a chart on the
board and answer the question by explaining that in this case, the support seems
strong because Sohn cites the results of
a major university study and quotes an
expert.
Strong Support
c
Weak Support
• Quote by expert
(lines 56_ 60)
simulate (sGmPyE-lAtQ)
v. to imitate
d
READING SKILL
evaluate support
RI 8
Possible answer: The author provides
scientists and the military as examples of
institutions that use video games to teach.
Since scientific settings and the military are
different from schools, this example is irrelevant and an example of faulty reasoning.
The same ways of teaching might not work,
or work as well, in school classrooms.
Extend the Discussion Flight simulators
(software and equipment that make the
user feel he or she is operating an airplane)
are used to teach people to fly airplanes
in the military. Can you think of ways that
other kinds of simulation software could
help teach school subjects such as math,
social studies, or grammar?
VOCABULARY
L4
own the word
simulate: Explain that simulate comes
from the same root as similar, meaning
“like.” To simulate is to imitate or to be
like something else.
946
60
Does the support the
author provides in lines
51–60 seem strong?
Explain why or why not.
• University of
Rochester study
(lines 51_ 55)
d
EVALUATE SUPPORT
EVALUATE SUPPORT
70
What irrelevant example
does the author use in
lines 66–70? Record
this information in
your chart. Explain
whether you think this
is an example of faulty
reasoning.
80
Video games might also help improve visual skills. That was what
researchers from the University of Rochester in New York recently found.
In the study, frequent game players between the ages of 18 and 23
were better at monitoring what was happening around them than those
who didn’t play as often or didn’t play at all. They could keep track
of more objects at a time. And they were faster at picking out objects
from a cluttered environment.
“Above and beyond the fact that action video games can
be beneficial,” says Rochester neuroscientist 3 Daphne Bavelier,
“our findings are surprising because they show that the learning
induced by video game playing occurs quite fast and generalizes
outside the gaming experience.” c
The research might lead to better ways to train soldiers or treat
people with attention problems, the researchers say, though they
caution against taking that point too far.
Says Bavelier, “We certainly don’t mean to convey the message
that kids can play video games instead of doing their homework!”
If Gee gets his way, though, teachers might some day start
incorporating computer games into their assignments. Already,
scientists and the military use computer games to help simulate
certain situations for research or training, he says. Why shouldn’t
schools do the same thing? . . . d
Researchers at the Massachusetts Institute of Technology have
started a project they describe as the “Education Arcade.” The
project brings together researchers, scholars,4 game designers and
others interested in developing and using computer games in the
classroom. . . .
Looking at the bright side of video and computer games could
also help bring kids and adults closer together. Playing games can
be a social activity, during which kids and adults learn from one
another. By opening up lines of communication and understanding,
maybe one day we’ll praise video games for saving society, not
blame them for destroying it.
3. neuroscientist (nMrQI-sFPEn-tGst): a scientist who studies the brain and the nervous system.
4. scholars: people who study a particular subject.
946
unit 8: information, argument, and persuasion
differentiated instruction
for english language learners
for struggling readers
Task Support Before students answer
questions C and D, point out that in this
section the author brings in another expert
(besides James Gee) to comment on what
video games can teach.
Develop Reading Fluency Have students use
page 946 to practice reading persuasive text.
Explain that an argument in this context
does not mean an angry disagreement, but
a reasoned, persuasive essay. Therefore, the
article should be read in a tone of voice
appropriate to presenting information.
• Have students skim lines 49–60 to identify
this expert and where she works.
• Remind students that they are evaluating
each example of support against the claim
of the essay, “Video games can teach us.”
RESOURCE MANAGER—Copy Masters
Reading Fluency p. 113
unit 8
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THE
SIDE OF
T E X T A N A LY S I S
e
10
WHEN I WAS A KID, I WAS OBSESSED WITH VIDEO GAMES.
I saved my allowance to buy new games every month. I read
Nintendo magazines for tips about solving the Super Mario Brothers
adventures. I played so many hours of Tetris that I used to dream
about little blocks falling perfectly into place.
There were physical effects too. My thumbs turned into machines,
quick and precise. During especially difficult levels of play, my palms
would sweat. My heart would race. I’d have knots in my stomach from
anxiety. It was the same feeling I’d sometimes get from watching scary
movies or suspenseful TV shows.
After a while, I started to think that looking at screens and
playing games all the time might be affecting me in ways I didn’t
even suspect. It turns out that I was probably right. e
Scientists are discovering that playing video and computer games
and watching TV and movies can change the way we act, think, and
feel. Whether these changes are good or bad has become a subject
of intense debate.
Possible answer: The author claims that
video games affect people’s thoughts,
emotions, and physical reactions.
Extend the Discussion Think about your
own experiences playing video games.
Have you ever felt the physical symptoms
that the author describes? How else has
playing video games affected you?
precise (prG-sFsP) adj.
exact or correct
READING SKILL
e
ARGUMENT
Reread the title of the
selection, followed by
lines 1–13. What claim
does the author make?
Concerns About Violence
20
Violence is one of the biggest concerns, especially as computer
graphics and special effects become more realistic. Some parents
and teachers blame . . . aggressive behavior on media violence—
as seen in TV programs, movies, and video games.
“If you’ve ever watched young children watching kickboxing,” says
child psychologist1 John Murray, “within a few minutes they start
popping up and pushing and shoving and imitating the actions.”
Murray is at Kansas State University in Manhattan, Kansas.
There’s also evidence that people become less sensitive to
violence after a while, Murray says. In other words, you get so
used to seeing it that you eventually think it’s not such a big deal. f
2 Targeted Passage
f
Reread lines 22–28. Why
is this support weak?
Record the information
in your chart.
what video games . . . / the violent side . . .
Vocabulary: Idioms and Slang [mixedreadiness pairs] Share or elicit the meanings
of these expressions, and then help students
use them in original sentences:
• My heart would race (line 8), “my heart would
beat quickly”
• knots in my stomach (line 8), “a feeling of
tightness or fear in the stomach”
• not such a big deal (line 28), “not important”
RI 8
f
evaluate support
Possible answer: The support is weak
because John Murray uses broad statements that are vague and not specific. For
example, in lines 26–27 he says that “people
become less sensitive to violence after a
while.” The words after a while are not
specific. Other broad or vague statements
include “so used to seeing it” (lines 27–28)
and “not such a big deal” (line 28).
EVALUATE SUPPORT
1. child psychologist (sF-kJlPE-jGst): a person trained to study thought and behavior
patterns in children.
for english language learners
947
for struggling readers
2 Targeted Passage [Lines 18–28]
This passage states and supports the central
claim made by critics of violent video games.
• What are some sources of media violence?
(line 21)
• What do some parents and teachers claim
happens to children after they watch violent
media? (lines 19–20)
• What does John Murray claim? (lines 22–28)
VOCABULARY
L4
own the word
precise: Ask students what the author
means by the idea that thumbs can
become precise machines after playing
video games (lines 6–7). Possible answer:
The author’s thumbs were able to press
the correct buttons on the video game.
for advanced learners/pre–ap
Evaluate an Argument Ask students to develop
an argument against the claim that violence in
video games leads to violence in real life. Have
them brainstorm or research other possible
causes for aggressive behavior and present
their ideas in a chart.
BEST PRACTICES TOOLKIT—Transparency
Cause-and-Effect Diagram (Multiple
Causes) pp. B16, B37
what video games can teach us / the violent side of video games
944-948_NA_L06TE-u08s4-video.indd 947
RI 8
RI 9
argument
947
2/1/11 12:21:37 AM
READING SKILL
30
RI 8
g
evaluate support
Possible answer: The irrelevant example
is the author’s statement about having
trouble falling asleep after watching the
news or reading the paper. It is meant to
support the idea that violence in video
games can make you feel that the world is a
bad place; however, this example does not
relate to video games.
g
EVALUATE SUPPORT
Reread lines 29–32.
What is the irrelevant
example in these lines
meant to support?
Targeted Passage 3
L2
Language Coach
READING SKILL
h
evaluate support
RI 8
Possible answer: The claim is that “Video
games might have an even more powerful effect on the brain than TV does” (lines
47–48). The evidence provides support for
the claim, but it is not strong. The expert
quoted does not provide any support for the
statistic he gives (lines 53–54), which sounds
suspiciously high. He also says, “I’ll bet,”
which indicates the evidence is more likely
an opinion than a fact.
IF STUDENTS NEED HELP . . . Point out the
use of the word rather in line 54. Help
students see that this vague language
adds to the reader’s doubt about whether
the statements really support the claim.
Indirect Quotations In
lines 37–49 the author
reports what experts
Murray and Anderson
say about video games
without using quotation
marks. These are called
indirect quotations.
Indirect quotations are
paraphrases or brief
summaries of what a
person said. They are
not in the person’s exact
words. Why would it
be misleading to place
indirect quotations in
quotation marks?
h
EVALUATE SUPPORT
Reread lines 47–55.
Does the evidence in
this section provide
support for or against
the claim? Explain why
or why not.
Then there’s the “mean world syndrome.”2 If you watch lots
of violence, you may start to think the world is a bad place. I still
sometimes have trouble falling asleep if I watch the news on TV
or read the newspaper right before going to bed. g
Still, it’s hard to prove that violence on TV leads to violence in real
life. It might be possible, for example, that people who are already
aggressive for other reasons are more drawn to violent games and
TV shows. . . .
Video Power
Most of the research has focused on TV and movie violence, mainly
because TV and movies have been around much longer than video
games, says psychologist Craig Anderson of Iowa State University
40 in Ames, Iowa. Anderson has a Web site dedicated to looking at the
link between video games and violence.
In his own research and in analyses 3 of research by others,
Anderson says that he has detected a connection between violent
video games and violent behavior. He has found that people who
repeatedly play violent games have aggressive thoughts and become
less helpful and sociable. Physically, their heart rates accelerate.
Video games might have an even more powerful effect on the
brain than TV does, Murray says. Players actively participate in the
violence. . . .
Next time you play a violent video game, Murray suggests, check
50
your pulse just before and after each round as one way to see how
the game affects you.
“Ninety-nine percent of the time, I’ll bet your heart rate will have
increased rather dramatically while playing one,” Murray says. “This
indicates that . . . you are being affected.” h
Three teenagers from Puerto Rico have data to back up that
observation. With the help of a school nurse, the high school seniors
found that people of all ages showed a rise in blood pressure and
heart rate after playing a superviolent game. Playing an active,
60 nonviolent game did not have the same effect.
2. syndrome (sGnPdrImQ): a group or pattern of symptoms that make up a disease or condition.
3. analyses (E-nBlPG-sCzQ): examinations of different information or experimental results.
selection wrap–up
READ WITH A PURPOSE Ask students what
some people think about how video games
affect players’ attitudes toward the real world.
Possible answer: Some people believe that
those who play violent games may start to see
the world as a violent place.
CRITIQUE Ask students whether reading
this material changed their opinions about
the effects of playing violent video games.
Encourage students to provide reasons for
their responses.
INDEPENDENT READING
Students may also enjoy reading Neil
Andersen’s At the Controls: Questioning Video
and Computer Games for more information
about taking a critical look at these games.
948
948
unit 8: information, argument, and persuasion
differentiated instruction
for english language learners
Language Coach
for struggling readers
3 Targeted Passage [Lines 37–49]
L2
Indirect Quotations Have students
read the passage and identify the three
indirect quotations (lines 39, 43, 48). Tell
them to look for the word says to find the
examples. Then guide students in answering the question. Possible answer: It would
be misleading because indirect quotations
are not the speaker’s exact words.
This passage supports the claim that violent
video games have a powerful effect.
• Why has most research on media violence
focused on TV and movies? (lines 37–39)
• What does one expert say about people
who often play violent games? (lines 44–46)
• Why might video games have a more
powerful effect on the brain than TV does?
(lines 47–49)
unit 8
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After Reading
Practice and Apply
Comprehension
1. Recall According to “What Video Games Can Teach Us,” why is the
military using computer games for training?
2. Clarify According to “The Violent Side of Video Games,” what is the
“mean world syndrome”?
3. Summarize Reread lines 37–46 in “The Violent Side of Video Games.”
Then write a summary of Craig Anderson’s discoveries.
RI 8 Trace and evaluate the
argument and specific claims in
a text, distinguishing claims that
are supported by reasons and
evidence from claims that are not.
RI 9 Compare and contrast one
author’s presentation of events
with that of another.
For preliminary support of post-reading
questions, use these copy masters:
RESOURCE MANAGER—Copy Masters
Reading Check p. 110
Argument p. 103
Question Support p. 111
For additional questions, see page 97.
Text Analysis
answers
Comprehension
4. Examine Evidence One common type of evidence is expert testimony, or
quotes from people who are knowledgeable about whatever subject is
being argued. Look over the articles to find the experts who are quoted in
each one. Why might the author have chosen these particular experts?
1. The military is using the computer games
for training because they can simulate
different situations to help people improve
their visual skills.
5. Evaluate Support Look back at the chart you filled in as you read, reviewing
the support for each article. What examples of faulty reasoning did you find?
6. Analyze an Argument In
a graphic organizer like the
one shown, list the reasons
Sohn gives for her position in
“What Video Games Can Teach
Us.” Then list the evidence
she includes to support her
position. Create a similar chart
for the second article. Use your
charts to compare and contrast
the structure and viewpoints
of the two articles.
Claim/Proposition:Claim:
2. The “mean world syndrome” refers to the
idea that watching a lot of violence makes
you think the world is a bad place.
Video
games
cancan
be good
forfor
you.you.
Video
games
be good
Reason:
Reason:
Reason:
Support:
Support:
3. Craig Anderson discovered that people
who play violent games have more violent
thoughts and behavior, are less helpful and
sociable, and have increased heart rates.
They enhance reading skills.
Support:
game called
called “Animal
Animal
A game
Crossing teaches players
players
Crossing”
read above
above grade
gradelevel.
level.
to read
Text Analysis
Extension and Challenge
7. Technology Connection Research to find out what professions use computer
games or simulations to train staff. What kinds of simulations or games are
used? How effective are they in preparing people to do real work?
Can a GAME play YOU?
Second article: The author quotes two
psychologists (Murray and Anderson).
Murray is a child psychologist who studies
children’s behavior. Anderson has studied
the effects of violent video games.
Review the results of the group activity on page 942. How have your
views of the positive or negative effects of video games changed?
what video games . . . / the violent side . . .
Second article—Claim/Proposition: The
author claims that video games affect
people’s thoughts, emotions, and physical
reactions. Reason 1: Visual media can create aggressive behavior. Support: Children
mimic actions they see on violent shows;
Reason 2: People become accustomed to
violence. Support: Seeing violence repeatedly leads people to be less sensitive; Reason
3: Video games affect people more than TV.
Support: People playing violent games have
a physical reaction.
5.
common core focus Evaluate
Support Answers will vary. Students should
provide specific examples of faulty reasoning such as overgeneralizations or logical
errors.
6.
common core focus Analyze an
Argument First article—Reason 2: They improve computer skills. Support: A number
of computer gamers have gone on to major
in computer science in college. Reason 3:
Games might also improve visual skills.
Support: According to a study, frequent
game players were able to monitor what
was happening around them more easily
than those who did not play games as often
or at all.
949
Extension and Challenge
7. Students’ reports should reflect research
using reliable sources about specific professions and the ways they use simulations or
games for training.
Can a GAME play YOU?
Students should compare their views in
the group activity to their views after
reading the articles.
what video games can teach us / the violent side of video games
949-951_NA_L06TE-u08s4-arvide.indd 949
RI 8, RI 9
Possible answers:
4. First article: Sohn quotes an education
professor (Gee) and a neuroscientist
(Bavelier). Gee has written a book on
video games, and Bavelier has studied
their effects in experiments.
949
2/1/11 1:00:02 AM
Vocabulary in Context
vocabulary practice
answers
Vocabulary in Context
Choose the letter of the word or phrase that best completes each sentence.
3. (c) watch closely
1. You complicate directions by (a) adding steps, (b) explaining them,
(c) writing them down.
2. To simulate eating, you (a) buy food, (b) pretend to chew, (c) think
of dinner.
3. A movie can captivate you, making you want to (a) get popcorn,
(b) chat, (c) watch closely.
4. (b) correct
4. A precise measurement is (a) estimated, (b) correct, (c) unreliable.
vocabulary practice
1. (a) adding steps
2. (b) pretend to chew
RESOURCE MANAGER—Copy Master
complicate
precise
simulate
academic vocabulary in speaking
Vocabulary Practice p. 108
• adequacy
academic vocabulary in speaking
Have students review their charts to compare
the strength and weakness of each article’s
support. Then suggest that they think about
how the academic vocabulary word authority
might relate to experts. Remind them to use
at least two Academic Vocabulary words in
their discussions.
vocabulary strategy:
choose the best synonym
captivate
L 4c
Suggest that students think aloud about the
context to help them decide which synonym
fits the sentence better. Model this technique
using sentence 4: “I know that kittens are
small and soft and can’t hit things very hard.
Batted means ‘hit lightly.’ Smacked means ‘hit
hard.’ Batted is the better choice.”
• authority
• concept
• purpose
• structural
With a small group, discuss the adequacy of the supporting details and
evidence in the articles on video games. Decide whether one article is more
convincing than the other. Use at least two Academic Vocabulary words in
your response.
vocabulary strategy: choose the best synonym
Words that have the same or similar meanings are called synonyms. A word
can have many synonyms, so a writer has to choose carefully. For example,
the vocabulary word captivating describes a video game that holds or
captures interest better than its synonym interesting would. In a thesaurus
(a book or electronic tool for finding synonyms), the word captivating is also
grouped with words such as fascinating or spellbinding.
L 4c Consult thesauruses, both
print and digital, to clarify
meaning.
PRACTICE For each sentence, choose the synonym in parentheses that best
replaces the boldfaced word in the context provided. Consult a dictionary or
thesaurus for help.
1. The abandoned factory was dark and empty. (deserted, unfilled)
2. After the marathon, he drank as much water as he could. (sipped, gulped)
3. The room was large and airy. (spacious, massive)
4. The kittens hit a ball of yarn back and forth. (batted, smacked)
5. By the end of the five-mile hike, we were all tired. (sleepy, exhausted)
Answers:
1. deserted
Interactive
Vocabulary
Go to thinkcentral.com.
KEYWORD: HML6-950
2. gulped
3. spacious
4. batted
5. exhausted
950
unit 8: information, argument, and persuasion
RESOURCE MANAGER—Copy Master
Vocabulary Strategy p. 109
differentiated instruction
Interactive Vocabulary
Keywords direct students to a WordSharp
tutorial on thinkcentral.com or to other types
of vocabulary practice and review.
950
for struggling readers
for advanced learners/pre–ap
Vocabulary Strategy Point out that synonyms have similar rather than identical
meanings; that is, they represent “shades of
meaning.” Draw an analogy between these
slightly different meanings and different
shades of a single color. Emphasize that
deciding which shade of meaning is right
depends on the context. Encourage students to discuss the differences in meaning
between each word pair before they choose
the correct answer.
Vocabulary Strategy Challenge students
to write new sentences that use the other
synonym in each pair (unfilled, sipped,
massive, smacked, and sleepy) in an appropriate context. Have students share their
sentences with a partner.
unit 8
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2/2/11 2:43:13 AM
Language
grammar in context: Avoid Misplaced Modifiers
A prepositional phrase begins with a preposition—such as from, in, on, under,
or with—and ends with a noun or pronoun. Prepositional phrases modify, or
give information about, another word in the sentence. For example, in the
sentence “The mouse is under the table,” under the table modifies mouse.
If a prepositional phrase is placed too far from the word it modifies, the
sentence’s meaning may be unclear.
Original:
Anderson connected video games with behavior in his
research.
Revised:
In his research, Anderson connected video games with
behavior.
L 1 Demonstrate command of the
conventions of grammar. W 1 Write
arguments to support claims with
relevant evidence.
1. Much has been said in the news media
about violent video games.
2. Video games can have a more powerful
effect on the brain than TV.
3. With patience and concentration, you can
learn a lot from video games.
4. In her article, Emily Sohn talks about
playing many video games.
1. Much has been said about violent video games in the news media.
2. Video games can have a more powerful effect than TV on the brain.
3. You can learn a lot from video games with patience and concentration.
RESOURCE MANAGER—Copy Master
4. Emily Sohn talks about playing many video games in her article.
Avoid Misplaced Modifiers p. 112
For more help with misplaced modifiers, see page R59 in the Grammar
Handbook.
reading-writing connection
Have students review their charts to find
examples of strong support and then read the
related passages in each article. Tell them to
include strong points in their editorials or
letters. Remind them to correct misplaced
modifiers in their writing.
reading-writing connection
TURN
Show your understanding of the two articles on video games by
responding to the prompt. Then use the revising tip to improve
your writing.
writing prompt
revising tip
Extended Constructed Response: Opinion
A newspaper editorial is a short piece of
writing that expresses an opinion. Write a
two- or three-paragraph editorial or letter
to the editor stating whether education in
your school should or should not include
instructional video games. Cite evidence
from one or both of the articles in your
editorial.
Check to see that you
avoided misplaced
modifiers in your
editorial. Review your
work to be sure that
you don’t confuse
your readers with a
prepositional phrase that
is in the wrong place.
L 1, W 1
grammar in context
Suggest that students identify the prepositional phrase and then find the word in the
sentence that the phrase modifies. Answers:
PRACTICE Move each prepositional phrase to the correct position.
YOUR
Language
Writing Online
Theoffollowing
tools are
available
online on
at
All
the interactive
tools
and features
thinkcentral.com
and
on WriteSmart
WriteSmart
are also
available
online CD-ROM:
Graphic—in
Organizers
• Interactive
thinkcentral.com
the Writing Center.
at
• Interactive Student Models
• Interactive Revision Lessons
For additional grammar instruction, see
GrammarNotes on thinkcentral.com.
Interactive
Revision
Go to thinkcentral.com.
KEYWORD: HML6-951
what video games . . . / the violent side . . .
951
Assess and Reteach
Assess
DIAGNOSTIC AND SELECTION TESTS
for struggling writers
Students may organize their editorials or
letters this way:
• First paragraph Clearly state opinion.
• Second paragraph Provide two reasons
for the opinion and support each one
with examples or evidence.
• Third paragraph Restate opinion.
Have students work in pairs to revise and
proofread their writing. Remind them to
pay close attention to the correct use of
prepositions and prepositional phrases.
Selection Test A pp. 267–268
Selection Test B/C pp. 269–270
Interactive Selection Test on thinkcentral.com
Reteach
Level Up Online Tutorials on thinkcentral.com
Reteaching Worksheets on thinkcentral.com
Informational Texts Lesson 14
Informational Texts Lesson 16
Vocabulary Lesson 18
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