Curriculum / ELA / 8th Grade / Unit 5: Facing Calamity: Climate Change Facts and Fictions / Lesson 1
ELA
Unit 5
8th Grade
Lesson 1 of 23
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Explain how specific words, phrases, and structural choices develop tone in Greta Thunberg’s speeches, and how tone impacts meaning.
Speech: “Transcript: Greta Thunberg's Speech At The U.N. Climate Action Summit” by NPR Staff
Speech: “Greta Thunberg challenging The World Economic Forum in Davos - January 22 2019”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What is the tone of Greta’s "Challenge to the World Economic Forum"? What specific words and phrases are most significant in establishing this tone? Provide at least two examples from the text.
How does Greta’s tone help support her message about climate change?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What is Greta Thunberg’s central message in her speech to the UN?
What tone does Greta establish in this speech at the United Nations Climate Action Summit? What specific words and phrases are most important for establishing this tone?
Where does Thunberg use repetition in this speech? What is the impact of this repetition?
What is the impact of Thunberg’s use of the second person in this speech? Carefully explain your thinking.
In her speech to the World Economic Forum, Greta says, "Because if everyone is guilty then no one is to blame." What does this mean? Whom does Greta blame for the climate crisis? What impact do her words have on you?
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
tone
n.
an author/speaker’s attitude toward a topic or an audience, which is often conveyed through word choice and/or literary devices
connotation
the social, cultural, and emotional associations words have, beyond the dictionary definition (denotation).
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.
Book: An Inconvenient Sequel: Truth to Power by Al Gore pp. 10 – 18 — end after "the future of civilization itself is at dire risk"
While reading, answer the following questions.
What are the three questions that Gore intends to address in this text?
What does Gore say about the danger of despair?
What are four things that Gore says have changed already as a result of climate change?
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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.8.7 — Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
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.
Lesson 2
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.8.6 RI.8.8
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.
L.8.4 L.8.4.a L.8.4.c L.8.4.d RI.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.8.2 RL.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.8.2 RL.8.9
Writing
Research the possible impacts of climate change and begin to brainstorm aspects of setting for climate fiction narratives.
W.8.3 W.8.8 W.8.9
Draft two paragraphs vividly describing the setting of your climate fiction narrative.
W.8.3 W.8.3.a W.8.3.b W.8.3.d
Draft a short climate fiction scene.
W.8.3 W.8.3.a
L.8.2 L.8.2.a W.8.3 W.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.8.6 RI.8.9
Determine the central idea of sections of An Inconvenient Sequel and synthesize information in a short presentation that educates classmates.
RI.8.2 SL.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.
Socratic Seminar
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.8.1 SL.8.1.d SL.8.3 SL.8.4
Research the potential local impacts of climate change in preparation for writing a letter to a congressperson.
W.8.1 W.8.7 W.8.8 W.8.9
Outline a letter urging a congressperson to take action to stop climate change.
W.8.1 W.8.1.a W.8.1.b W.8.5
Draft a letter urging a congressperson to take action to stop climate change.
W.8.1 W.8.1.a W.8.1.b W.8.1.c W.8.1.e
L.8.3 L.8.3.a W.8.1 W.8.1.d
Assessment – 2 days
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