Curriculum / ELA / 8th Grade / Unit 5: Facing Calamity: Climate Change Facts and Fictions / Lesson 3
ELA
Unit 5
8th Grade
Lesson 3 of 23
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Identify a writer’s claims in a text and explain how they support those claims, as well as how they respond to conflicting viewpoints.
Article: “The Science of Climate Change Explained” by Julia Rosen — End after section "How do we know climate change is caused by humans?"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What evidence does Rosen provide to support the claim that climate change is caused by human activity? How does she respond to ideas that challenge this claim? Provide specific evidence from the section, "How do we know climate change is caused by humans?" to support your answer.
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Questions about the text that will help guide the students understanding
What is writer Julia Rosen’s overall purpose in this article, and how is the article structured? Provide at least one piece of evidence to support your answer.
What evidence does Rosen provide to support the claim that the earth is warming? Provide at least three examples from the text.
How does Rosen respond to the misconception that there is significant debate in the scientific community about whether climate change is happening and caused by human activities? Provide specific evidence from the section, "How much agreement is there among scientists about climate change?" and use the word "consensus" in your response.
How often do you have conversations with adults in your life about climate change? Do you ever hear misconceptions about climate change?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
consensus
n.
an idea or opinion shared by all people in a group
skeptic
a person who expresses doubt about a popular opinion or idea
author's purpose
the author's motivation for writing a text, specifically as it relates to the impact on the reader.
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Article: “The Marshall Islands Are Disappearing” by Coral Davenport
While reading, answer the following questions.
Who is Tony deBrum and why does he travel the world speaking with other political leaders?
Whom does Tony deBrum think should pay for the damage caused by climate change on the Marshall Islands?
How is climate change affecting life for the people of the Marshall Islands (and how might it affect life in the future)? Provide at least two examples.
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RI.8.6 — Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RI.8.8 — Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Standards that are practiced daily but are not priority standards of the unit
L.8.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.9 — Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
RI.8.10 — By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6—8 text complexity band independently and proficiently.
SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.b — Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").
W.8.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Infer the meaning of unknown words using context clues, use reference materials to verify the meaning of words, and explain how word choice develops meaning in an informational article.
Explain how specific words, phrases, and structural choices develop tone in Greta Thunberg’s speeches, and how tone impacts meaning.
Standards
RI.8.4
Identify the key ideas Gore uses to support his claims about climate change and assess whether the evidence he provides is relevant and sufficient.
RI.8.8
RI.8.6RI.8.8
L.8.4L.8.4.aL.8.4.cL.8.4.dRI.8.4
Explain how Kathy Jetñil-Kijiner specific words and phrases develop tone in a poem and how tone impacts meaning.
RL.8.4
Write objective summaries and determine central ideas in informational articles.
RI.8.2
Identify claims made in an informational article and assess the relevance and sufficiency of evidence provided to support those claims.
Explain how writer Abby Geni uses imagery and figurative language to establish mood and meaning in a short story.
RL.8.2RL.8.4
Determine a theme in the short story, "Notes from a Bottle" and explain how the author develops it; identify literary allusions and explain how they help to build meaning in a text.
RL.8.2RL.8.9
Research the possible impacts of climate change and begin to brainstorm aspects of setting for climate fiction narratives.
W.8.3W.8.8W.8.9
Draft two paragraphs vividly describing the setting of your climate fiction narrative.
W.8.3W.8.3.aW.8.3.bW.8.3.d
Draft a short climate fiction scene.
W.8.3W.8.3.a
L.8.2L.8.2.aW.8.3W.8.5
Compare and contrast the central arguments of two articles about climate change, and explain how one author acknowledges and responds to viewpoints that differ from their own.
RI.8.6RI.8.9
Determine the central idea of sections of An Inconvenient Sequel and synthesize information in a short presentation that educates classmates.
RI.8.2SL.8.4
Synthesize information about a young climate activist and create a short presentation that educates classmates.
Delineate arguments made about climate change and assess whether the evidence provided is relevant and sufficient.
Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments, determining the strength of evidence, and posing clarifying questions.
SL.8.1SL.8.1.dSL.8.3SL.8.4
Research the potential local impacts of climate change in preparation for writing a letter to a congressperson.
W.8.1W.8.7W.8.8W.8.9
Outline a letter urging a congressperson to take action to stop climate change.
W.8.1W.8.1.aW.8.1.bW.8.5
Draft a letter urging a congressperson to take action to stop climate change.
W.8.1W.8.1.aW.8.1.bW.8.1.cW.8.1.e
L.8.3L.8.3.aW.8.1W.8.1.d
2 days
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