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Climate change the facts


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Climate change the facts

  1. 1. Climate Change: The Facts<br />
  2. 2. Objectives<br />To practise annotation skills by annotating the key structural, literary and language techniques<br />To be able to identify the text’s genre, audience and purpose<br />To practise the skills of writing both analytically and creatively<br />
  3. 3. What do we already know…<br />Quickwrite all that you know about ‘Climate Change : The Facts’. <br />You will have 3 minutes<br />You might include: genre, audience, purpose, key structural, literary and language features, the use of diagram, etc<br />Once done, share your ideas with your partner and prepare for a brief discussion of what you know.<br />
  4. 4. The first reading<br />Read the text quietly to yourself and determine:<br />Genre/ Audience/ Purpose<br />How the text is structured as a whole<br />Your first impressions. Do you think it is successful in conveying its message and why?<br />
  5. 5. A deeper look<br />Now go to the Learning Gateway and download the worksheet.<br />In table groups (or groups of 3-4 if table groups are big), complete the activities together.<br />Make sure everyone has their own copy of the learning done.<br />
  6. 6. Annotation<br />We are now probably ready to start annotating the text. <br />At the top of the page write down the GAP<br />Your teacher will allocate you to a new group and tell you what area you will work on using A3 copies of the text<br />In your group, use the prompt station activities to help you annotate the text<br />
  7. 7. Let’s share the love…<br />Each group has worked on a different aspect or feature of the text.<br />These are now posted around the room<br />Using different coloured pens/highlighters, copy down what each poster has onto your own copy. If you are unsure of any points, visit one of the ‘experts’ who wrote it to explain<br />Rotate around the room until you have visited them all<br />
  8. 8. Personal response<br />To avoid your commentary sounding like everyone else’s, we need to put some of OURSELVES into our ‘reading’. <br />Choose 3-4 words/ phrases/ points that particularly interested you or engaged you.<br />Highlight them and explain what affect they had on you as a reader.<br />
  9. 9. Can you write about the text?<br />It is one thing to be able to annotate the text; another entirely to be able to write coherently, precisely and relevantly about it.<br />You will be put into groups of 3-4 to collaboratively write a response. You will have 20 minutes to write your best effort down!<br />Then, you will read each groups to see whose is the best. <br />
  10. 10. The topic<br />Explain how the writer presents the topic in a scientifically, yet in a way that ensures a general audience can understand it.<br />Good luck… and off you go!<br />20 minutes counting down…<br />
  11. 11. Now you have chosen which you think best responded to the topic, that group will email to the rest of the class…<br />Meanwhile, we will practise our creative writing skills<br />Individually respond to the following task: Imagine you are giving a speech to Year 9 students about the facts on ‘Climate Change’ and what they can do to help slow it down.<br />
  12. 12. Plenary<br />Reflect on the top three things you should say about this text if it comes up in the exam.<br />Share with 2 other people.<br />Listen to their ideas.<br />