English Language Arts6-8
Cell Phones and Focus: A Reflection and Essay
By Constance G.
This reading-and-writing packet, aimed at 7th graders, explores the science of distraction and how task-switching affects learning, then asks students to reflect on their own cell phone habits in class. It builds close-reading, reflective writing, and argumentative essay skills, and it's well suited to a 45-minute block followed by a longer writing assignment.
Customize for your classroom
Teacher Guide & Tips
- Use the opening "Did You Know?" section as a warm-up, then read the full passage with students to establish how task-switching works before they write.
- Discussion question: Have you ever lost your place in a task after checking your phone, and how long did it take you to get back into it?
- Scaffold for struggling readers: Provide a short vocabulary list (task-switching, multitasking, flow) and have students underline one claim from the text and one personal example before drafting.
- Extension for advanced students: Ask them to evaluate the cited research and consider counterarguments, such as when phones support learning, before writing their essay.
- Estimated time: About 45 minutes for reading and discussion, plus 1-2 class periods for the reflection and essay.
English Language Arts6-8
Cell Phones and Focus: A Reflection and Essay
By Constance G.
This reading-and-writing packet, aimed at 7th graders, explores the science of distraction and how task-switching affects learning, then asks students to reflect on their own cell phone habits in class. It builds close-reading, reflective writing, and argumentative essay skills, and it's well suited to a 45-minute block followed by a longer writing assignment.
Customize for your classroom
Teacher Guide & Tips
- Use the opening "Did You Know?" section as a warm-up, then read the full passage with students to establish how task-switching works before they write.
- Discussion question: Have you ever lost your place in a task after checking your phone, and how long did it take you to get back into it?
- Scaffold for struggling readers: Provide a short vocabulary list (task-switching, multitasking, flow) and have students underline one claim from the text and one personal example before drafting.
- Extension for advanced students: Ask them to evaluate the cited research and consider counterarguments, such as when phones support learning, before writing their essay.
- Estimated time: About 45 minutes for reading and discussion, plus 1-2 class periods for the reflection and essay.