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Author

Yale Program on Climate Change Communication

Grades

6th, 7th, 8th, 9th, 10th

Subjects

English Language Arts, Visual and Performing Arts

Resource Types

  • Articles and Websites
  • Worksheets
  • Lesson Plans
  • Activity - Classroom, 40 minutes
  • Podcasts, 90 seconds

Regional Focus

Global

Format

PDF

Re-representing a Climate Change Story

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Synopsis
  • In this activity, students will choose a 90-second radio story from Yale Climate Connection's extensive library of radio stories and re-tell the story using a different medium. 
  • Students will learn about the important role that storytelling can play in science communication. 
Teaching Tips

Positives

  • Each radio story includes a transcript, so students can read along with the audio or use the text on its own.
  • The Student Page is a fillable pdf that guides students through the activity. It includes links to many radio stories, reflection questions, a rubric, and an example.
  • This activity allows students to be creative.

Additional Prerequisites

  • Teachers should use the example found on page 6 of the Student Page to help students understand the activity.
  • Teachers may want to set a time limit for how long students can spend choosing a radio story. 

Differentiation

Scientist Notes
The resource provides students a chance to learn the basics of storytelling and to have climate conversations with their team. This resource is recommended for teaching.
Standards
  • English Language Arts
    • Reading (K-12)
      • R.6.2 Summarize texts, from a variety of genres, to determine a theme or central idea and how it is developed by key supporting details over the course of a text. (RI &RL)
      • R.7.3 In literary texts, analyze how elements of plot are related, affect one another, and contribute to meaning. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, related to each other, and developed. (RI)
      • R.8.2 Summarize texts, from a variety of genres, to determine one or more themes or central ideas and analyze their development over the course of the text. (RI&RL)
      • R.8.3 In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, related to each other, and developed. (RI)
      • R.8.7 Evaluate the advantages and disadvantages of using different media—print, audio, video, stage, or digital—to present a particular subject or idea and analyze the extent to which a production remains faithful to or departs from the written text. (RI&RL)
      • R.9-10.2 Objectively and accurately summarize texts, from a variety of genres, to determine one or more themes or central ideas and analyze its development, including how it emerges and is shaped and refined by specific details. (RI&RL)
      • R.11-12.2 Objectively and accurately summarize a complex text to determine two or more themes or central ideas and analyze their development, including how they emerge and are shaped and refined by specific details. (RI&RL)
    • Writing (K-12)
      • W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • W.11-12.2 Write text in a variety of modes: a) Write arguments and literary analysis to support claims in an analysis of substantive topics or texts. Establish the significance of the claim(s) using valid reasoning. literary theory and relevant and sufficient evidence which introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns; b) Write informative texts that examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content by introducing a topic; organizing complex ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; thoroughly developing the topic by selecting the most significant and relevant well-chosen facts, extended definitions, concrete details, quotations, and other information and examples appropriate to the audience's knowledge of the topic; c) Write narratives that develop real or imagined experiences or events using relevant descriptive details, and well-structured event sequences that organize an event sequence logically. Engages and orients the reader by establishing a context and point of view and introducing a narrator or characters; using techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
      • W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are culturally-sustaining and rhetorically authentic to task, purpose, and audience.
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