Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Reading & Language Arts Community

Did You Know?

Your students can save their work with Student Interactives.

More more

Home Classroom Resources Lesson Plans

Lesson Plan

Critical Literacy in Action: Multimodal Texts on Global Warming

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Critical Literacy in Action: Multimodal Texts on Global Warming

Grades 6 – 8
Lesson Plan Type Standard Lesson
Estimated Time Four 45- to 60-minute sessions
Lesson Author

Amy Alexandra Wilson

Athens, Georgia

Publisher

International Reading Association

 

Materials and Technology

Printouts

Websites

Preparation

 

MATERIALS AND TECHNOLOGY

  • One computer with Internet access and projection capability (and optional PowerPoint software)

  • Computers with Internet access

  • Overhead projector and transparencies (optional)

  • Index cards, markers, and tape

back to top

 

PRINTOUTS

back to top

 

WEBSITES

back to top

 

PREPARATION

1. Prepare PowerPoint slides or overhead transparencies of three pictures of South Cascade Glacier, Washington (taken in 1928, 1979, and 2003) and other pictures that indicate change in glaciers and ice caps over time. Appropriate pictures can be found from the following websites:

2. Make copies (one per student) of the handouts Scientific Investigations in South Cascade Glacier, Evaluating Scientific Credibility, Representing Global Warming Discussion Guide, Representing Global Warming Discussion Self-Evaluation Rubric, and Global Warming: Tying it All Together.

3. Make an overhead transparency of the handout Evaluating Scientific Credibility. Choose a website from the list of Resources to use as a model for this activity in Session 2, and familiarize yourself with the relevant features of the site.

4. Put an electronic copy of the Representing Global Warming Discussion Guide on students' computer desktops (or on a network drive with a shortcut on the desktops) so students have access to live links for the nine websites it includes. Alternatively, you could bookmark the nine websites on students' computers or create a class webpage of links to these sites.

5. If necessary, schedule time in the computer lab and reserve an overhead projector for Sessions 1, 2 and 3.

6. Decide which students will work together for the paired activities and the small-group activities, based on your estimation of which students can best support each other's comprehension and attention to the tasks.

back to top