Perspectives - The Impact of Climate Change

Task cards

Graphic Organizer: Persuasive text devices Device

Example (include page number)

Lesson Plan

Choose one of the following activities from this menu.

Anecdotes When I was a child …

Cluster of three Cold, hungry, and vulnerable …

Emotive language It is outrageous that such an evil can be allowed.

2

The Impact of Climate Change

Create a concept map

Create a poster

• Think about the causes and impacts of climate change. Also, think about possible solutions to the problem of climate change.

• Create a poster about one of the issues related to climate change that you feel strongly about.

• Create a concept map about climate change, using the sub-headings “Causes,” “Impacts,” and “Solutions.”

• Think about how the visual images and the language you use will affect someone viewing the poster.

Graphs/tables/charts/ maps

3

4

The Impact of Climate Change

Quotes from expert

Present a talk

Make a digital presentation

Professor Jane Brown of Hillside University says …

• Choose an issue about climate change that you believe is important for others to know about.

• With a partner, make a digital slideshow that summarizes the issues surrounding climate change.

• Plan and write a two-minute talk about the issue.

• Research the issue to find additional information.

• Include facts and how you feel about these facts.

• Include a world map that shows some of the areas of the world that are affected by climate change.

Repetition Save the animals. Save the plants.

• Present your talk to the class.

Advanced Fluent reading stage

Our changing climate: who are the victims?

Levels Q–S (40)

List of texts

PERSPECTIVES

1

• Kids fight for the environment • Kids vs. government • Fleeing from the weather • Eyes on the tide

Paired connected texts

Clean Energy reports on various energy sources and describes how renewable energy is being used in different ways around the world.

Sammy is trapped under rubble after a massive earthquake. No one knows where he is, except for a loyal puppy that never gives up hope.

Content vocabulary activists carbon emissions climate change climate refugees desertification droughts environmental refugees fossil fuels global warming humanitarian disaster hurricanes infestations malnutrition monsoons plaintiffs seawalls

Short sentences/ paragraphs Correlations with Texas Essential Knowledge and Skills

Statistics 80 percent of children under five …

© 2018–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2018–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 4(6) (E) Make connections to personal experiences, ideas in other texts, and society. 4(6) (H) Synthesize information to create new understanding. 4(9) (E) Recognize characteristics and structures of argumentative text. 4(8) (A) Infer basic themes supported by text evidence.

Writing 4(12) (C) Compose argumentative texts using genre characteristics and craft. Speaking and Listening 4(7) (G) Discuss specific ideas in the text that are important to the meaning.

Graphic Organizer: Knowing and feeling

PERSPECTIVES The Impact of Climate Change: Why Clean Energy Matters

Independent partner work

Introduce the book

Read the text

Setting the task

Give each student in the group a copy of the book PERSPECTIVES: The Impact of Climate Change: Why Clean Energy Matters. Say: Work with a partner. Read the introduction and look closely at the images. Talk about what you notice. Record at least two of your comments on sticky notes. Students share their comments with the whole group. Say: Think about the questions posed in the introduction: Who are the victims? What can we do to help them? Discuss students’ ideas. Say: Talk with your partner about the words and phrases you expect to encounter when reading about this topic, and record them on sticky notes. Have students share their vocabulary predictions and record these on a chart. Check against the vocabulary listed on the front of the Lesson Plan. Introduce any essential vocabulary that the students did not predict and add to the chart.

Say: This book has several articles that provide a variety of perspectives about climate change. Each article attempts to persuade you to think about the issue in a particular way. Have students browse through the book. Say: You are going to read the first two articles. As you read, think about the specific questions posed in the introduction to each article. Then think about how each author feels about climate change.

Independent partner work Introduce the Graphic Organizer: Knowing and feeling. Say: It is important to “wonder” together. Think about the issues surrounding climate change. What facts and information do you have about it? How do you feel about climate change? What do you wonder about climate change? Students work with their partner to fill out the “before reading” section on the graphic organizer.

Thinking and talking circle Call the group together to share their ideas. Record students’ knowledge and feelings about climate change on a T-chart. While the group engages in a discussion about the issue, assess their prior knowledge and the content-specific vocabulary they use.

Independent partner work Students read “Kids fight for the environment” and “Kids vs. government” to themselves, using sticky notes to record key points, comments, and questions. They then discuss their thinking.

Thinking and talking circle Select two or three of the discussion stems below to encourage and extend students’ discussion. (These can be prepared on index cards or on an anchor chart before the lesson.) 1. Think about what you have read. What is your reaction to each of these articles? (Responding to texts) 2. What ideas did you find interesting or challenging? Were there any ideas you found confusing? (Clarifying ideas) 3. What language did the author use for impact and interest? Were there any words that you had questions about? (Clarifying vocabulary) 4. What visual images affected you the most? (Responding to visual images) 5. Choose one of the articles you have read. What did you learn? (Summarizing) 6. What ideas are common to these articles? (Synthesizing) 7. What questions do you still have? (Questioning)

Students revisit the Graphic Organizer: Knowing and feeling. Say: With your partner, discuss all the information you now have about climate change, and how knowing this makes you feel. Complete your graphic organizer.

Thinking and talking circle Students share their completed graphic organizers at a group discussion. Say: Reflect on these questions about climate change: Who are the victims? How do we help them? Discuss students’ ideas.

Reading closely Setting the task Have pairs of students choose one article to read closely. Say: As you reread the article, imagine that you are leaning in close with a magnifying glass – notice more and think deeply. Think about the impact of the visual images. What do the images “tell” you? How do they make you feel? Students discuss with a partner.

Independent partner work Say: Use the information you have gathered, plus your own personal opinions, to write a persuasive argument. Remember to support your argument with evidence. Highlight your opinions so the reader knows exactly what you think. Present the graphic organizer What is you opinion?: How to write a persuasive argument (see Perspectives: The Impact of Climate Change: Why Clean Energy Matters, page 24). Students work with their partner, independent of the teacher, to create a persuasive argument.

Thinking and talking circle Partners bring their completed persuasive arguments to a group discussion. As each pair presents their persuasive argument, the rest of the group identifies the persuasive features and provides feedback.

Independent partner work Say: Give each image a ranking between zero and five for how effective it is (zero being no impact and five being an extremely high impact). Students talk with their partners and decide upon a ranking score for each image in the article.

Thinking and talking circle Students share how they have scored each image and justify their thinking. They should come to the meeting prepared to discuss, cite evidence from the text, and offer opinions.

Task cards Students can complete one or more of the task cards provided. The activities on the task cards will extend students’ understanding of the issues, challenge their thinking, and foster further interest in the topic.

The activities cater for a range of learning styles and provide students with the opportunity to share their knowledge and opinions in a variety of ways. The task cards can be completed independently, in pairs, or in small groups.

Feel

Say: Authors of persuasive texts use a range of devices to influence and persuade the reader. Before we write, we are going to identify some of these devices in the articles we have read. Introduce the Graphic Organizer: Persuasive text devices. Discuss the persuasive text devices on the graphic organizer. Say: Revisit the articles in the book and record examples of persuasive text devices that the authors have used. Students share the features of persuasive texts that they have identified.

Know

Setting the task

Say: Now read the articles, “Fleeing from the weather” and “Eyes on the tide.” As you read, think about the questions: Who are the victims? How do we help them? Share with your partner any new ideas you have after reading these articles.

How do you feel about climate change? Why?

Setting the task

What facts do you know about climate change?

Writing a persuasive text

Before reading

Further reading

After reading

Key concepts • P eople’s actions impact the environment. Sustainable practices impact in positive ways and pollution impacts in negative ways. • I ndividuals, communities, and governments have responsibilities to reflect and act upon the impact of people’s actions.

Task cards

Graphic Organizer: Persuasive text devices Device

Example (include page number)

Lesson Plan

Choose one of the following activities from this menu.

Anecdotes When I was a child …

Cluster of three Cold, hungry, and vulnerable …

Emotive language It is outrageous that such an evil can be allowed.

2

The Impact of Climate Change

Create a concept map

Create a poster

• Think about the causes and impacts of climate change. Also, think about possible solutions to the problem of climate change.

• Create a poster about one of the issues related to climate change that you feel strongly about.

• Create a concept map about climate change, using the sub-headings “Causes,” “Impacts,” and “Solutions.”

• Think about how the visual images and the language you use will affect someone viewing the poster.

Graphs/tables/charts/ maps

3

4

The Impact of Climate Change

Quotes from expert

Present a talk

Make a digital presentation

Professor Jane Brown of Hillside University says …

• Choose an issue about climate change that you believe is important for others to know about.

• With a partner, make a digital slideshow that summarizes the issues surrounding climate change.

• Plan and write a two-minute talk about the issue.

• Research the issue to find additional information.

• Include facts and how you feel about these facts.

• Include a world map that shows some of the areas of the world that are affected by climate change.

Repetition Save the animals. Save the plants.

• Present your talk to the class.

Advanced Fluent reading stage

Our changing climate: who are the victims?

Levels Q–S (40)

List of texts

PERSPECTIVES

1

• Kids fight for the environment • Kids vs. government • Fleeing from the weather • Eyes on the tide

Paired connected texts

Clean Energy reports on various energy sources and describes how renewable energy is being used in different ways around the world.

Sammy is trapped under rubble after a massive earthquake. No one knows where he is, except for a loyal puppy that never gives up hope.

Content vocabulary activists carbon emissions climate change climate refugees desertification droughts environmental refugees fossil fuels global warming humanitarian disaster hurricanes infestations malnutrition monsoons plaintiffs seawalls

Short sentences/ paragraphs Correlations with Texas Essential Knowledge and Skills

Statistics 80 percent of children under five …

© 2018–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2018–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 4(6) (E) Make connections to personal experiences, ideas in other texts, and society. 4(6) (H) Synthesize information to create new understanding. 4(9) (E) Recognize characteristics and structures of argumentative text. 4(8) (A) Infer basic themes supported by text evidence.

Writing 4(12) (C) Compose argumentative texts using genre characteristics and craft. Speaking and Listening 4(7) (G) Discuss specific ideas in the text that are important to the meaning.

Task cards

Graphic Organizer: Persuasive text devices Device

Example (include page number)

Lesson Plan

Choose one of the following activities from this menu.

Anecdotes When I was a child …

Cluster of three Cold, hungry, and vulnerable …

Emotive language It is outrageous that such an evil can be allowed.

2

The Impact of Climate Change

Create a concept map

Create a poster

• Think about the causes and impacts of climate change. Also, think about possible solutions to the problem of climate change.

• Create a poster about one of the issues related to climate change that you feel strongly about.

• Create a concept map about climate change, using the sub-headings “Causes,” “Impacts,” and “Solutions.”

• Think about how the visual images and the language you use will affect someone viewing the poster.

Graphs/tables/charts/ maps

3

4

The Impact of Climate Change

Quotes from expert

Present a talk

Make a digital presentation

Professor Jane Brown of Hillside University says …

• Choose an issue about climate change that you believe is important for others to know about.

• With a partner, make a digital slideshow that summarizes the issues surrounding climate change.

• Plan and write a two-minute talk about the issue.

• Research the issue to find additional information.

• Include facts and how you feel about these facts.

• Include a world map that shows some of the areas of the world that are affected by climate change.

Repetition Save the animals. Save the plants.

• Present your talk to the class.

Advanced Fluent reading stage

Our changing climate: who are the victims?

Levels Q–S (40)

List of texts

PERSPECTIVES

1

• Kids fight for the environment • Kids vs. government • Fleeing from the weather • Eyes on the tide

Paired connected texts

Clean Energy reports on various energy sources and describes how renewable energy is being used in different ways around the world.

Sammy is trapped under rubble after a massive earthquake. No one knows where he is, except for a loyal puppy that never gives up hope.

Content vocabulary activists carbon emissions climate change climate refugees desertification droughts environmental refugees fossil fuels global warming humanitarian disaster hurricanes infestations malnutrition monsoons plaintiffs seawalls

Short sentences/ paragraphs Correlations with Texas Essential Knowledge and Skills

Statistics 80 percent of children under five …

© 2018–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2018–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 4(6) (E) Make connections to personal experiences, ideas in other texts, and society. 4(6) (H) Synthesize information to create new understanding. 4(9) (E) Recognize characteristics and structures of argumentative text. 4(8) (A) Infer basic themes supported by text evidence.

Writing 4(12) (C) Compose argumentative texts using genre characteristics and craft. Speaking and Listening 4(7) (G) Discuss specific ideas in the text that are important to the meaning.

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