Analyzing Pennsylvania's Bell-to-Bell Cell Phone Law
A 10th-grade warm-up and analysis packet built around a news article on Pennsylvania's SB 1014, which requires schools to ban student cell phone use from the first bell to dismissal. Students read the article, define key terms like bell-to-bell and bipartisan, and complete a graphic organizer that pulls specific details and quotes from the text, building close-reading and evidence-based writing skills.
Teacher Guide & Tips
- Use as a 20-30 minute warm-up or a 45-minute analysis block at the start of a unit on informational texts, civics, or argumentative writing.
- Discussion question: Which stakeholder described in the article (students, parents, teachers, legislators) do you think is most affected by this law, and what evidence in the text supports your view?
- Scaffold for struggling readers: Pre-teach the Key Terms section together, then model finding one quote for the graphic organizer before students work independently.
- Extension for advanced students: Ask them to compare the article's claims about screen time with the PAYS survey statistics and evaluate whether the evidence fully supports the policy's goals.
- Estimated time: About 30 minutes for reading and the organizer, plus 10 minutes for a brief share-out.
Analyzing Pennsylvania's Bell-to-Bell Cell Phone Law
A 10th-grade warm-up and analysis packet built around a news article on Pennsylvania's SB 1014, which requires schools to ban student cell phone use from the first bell to dismissal. Students read the article, define key terms like bell-to-bell and bipartisan, and complete a graphic organizer that pulls specific details and quotes from the text, building close-reading and evidence-based writing skills.
Teacher Guide & Tips
- Use as a 20-30 minute warm-up or a 45-minute analysis block at the start of a unit on informational texts, civics, or argumentative writing.
- Discussion question: Which stakeholder described in the article (students, parents, teachers, legislators) do you think is most affected by this law, and what evidence in the text supports your view?
- Scaffold for struggling readers: Pre-teach the Key Terms section together, then model finding one quote for the graphic organizer before students work independently.
- Extension for advanced students: Ask them to compare the article's claims about screen time with the PAYS survey statistics and evaluate whether the evidence fully supports the policy's goals.
- Estimated time: About 30 minutes for reading and the organizer, plus 10 minutes for a brief share-out.