Curriculum / ELA / 8th Grade / Unit 5: Facing Calamity: Climate Change Facts and Fictions / Lesson 4
ELA
Unit 5
8th Grade
Lesson 4 of 23
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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.
Article: “The Marshall Islands Are Disappearing” by Coral Davenport
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
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Questions about the text that will help guide the students understanding
Using context clues, what can you infer is the meaning of the words "makeshift" and "flotsam" from the first paragraph of this article? What specific words and phrases help you determine the meaning of these words?
Look up these words in the dictionary. Based on this definition and the context clues you used to come up with your preliminary definition, how do these words help you understand the situation the people of the Marshall Islands face?
Using context clues, what can you infer is the meaning of the word "inundated" as it is used in paragraph 5? What specific words and phrases help you determine the meaning of the word?
Then look up the word in the dictionary. Based on this definition and the context clues you used to come up with your preliminary definition, how does this word help you understand the situation the people of the Marshall Islands face?
Using context clues, what can you infer is the meaning of the word "plight" as it is used in paragraph 10? What specific words and phrases help you determine the meaning of the word?
Look up the word in the dictionary. Based on this definition and the context clues you used to come up with your preliminary definition, how does this word help you understand the situation the people of the Marshall Islands face?
Some lawmakers have argued: "Our constituents are worried that the pledges you are committing the United States to will strengthen foreign economies at the expense of American workers." How do you respond to this idea? Do you think it is America’s responsibility to help Marshall Islanders and other people in the South Pacific who are facing the imminent destruction of their homelands?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
fallout
n.
the negative result of something
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: “Statement and Poem” by Kathy Jetnil-Kijiner
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L.8.4 — Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.4.a — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
L.8.4.c — Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.8.4.d — Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
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.
Standards that are practiced daily but are not priority standards of the unit
L.8.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
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.8.10 — 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
Explain how Kathy Jetñil-Kijiner specific words and phrases develop tone in a poem and how tone impacts meaning.
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
Identify a writer’s claims in a text and explain how they support those claims, as well as how they respond to conflicting viewpoints.
RI.8.6RI.8.8
L.8.4L.8.4.aL.8.4.cL.8.4.dRI.8.4
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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