This document provides information about climate change for a general audience. It is structured to first outline objectives and what is already known about the topic. It then guides the reader through an initial reading, more in-depth analysis, and annotation of the text. Groups discuss different aspects of how the writer presents the topic scientifically yet accessibly. Finally, readers practice writing about the text and giving speeches on climate change facts and actions people can take. The overall goal is to help readers understand and communicate about this important issue.

1. Climate Change: The Facts

2. Objectives To practise annotation skills by annotating the key structural, literary and language techniques To be able to identify the text’s genre, audience and purpose To practise the skills of writing both analytically and creatively

3. What do we already know… Quickwrite all that you know about ‘Climate Change : The Facts’. You will have 3 minutes You might include: genre, audience, purpose, key structural, literary and language features, the use of diagram, etc Once done, share your ideas with your partner and prepare for a brief discussion of what you know.

4. The first reading Read the text quietly to yourself and determine: Genre/ Audience/ Purpose How the text is structured as a whole Your first impressions. Do you think it is successful in conveying its message and why?

5. A deeper look Now go to the Learning Gateway and download the worksheet. In table groups (or groups of 3-4 if table groups are big), complete the activities together. Make sure everyone has their own copy of the learning done.

6. Annotation We are now probably ready to start annotating the text. At the top of the page write down the GAP Your teacher will allocate you to a new group and tell you what area you will work on using A3 copies of the text In your group, use the prompt station activities to help you annotate the text

7. Let’s share the love… Each group has worked on a different aspect or feature of the text. These are now posted around the room 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 Rotate around the room until you have visited them all

8. Personal response To avoid your commentary sounding like everyone else’s, we need to put some of OURSELVES into our ‘reading’. Choose 3-4 words/ phrases/ points that particularly interested you or engaged you. Highlight them and explain what affect they had on you as a reader.

9. Can you write about the text? It is one thing to be able to annotate the text; another entirely to be able to write coherently, precisely and relevantly about it. 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! Then, you will read each groups to see whose is the best.

10. The topic Explain how the writer presents the topic in a scientifically, yet in a way that ensures a general audience can understand it. Good luck… and off you go! 20 minutes counting down…

11. Now you have chosen which you think best responded to the topic, that group will email to the rest of the class… Meanwhile, we will practise our creative writing skills 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.

12. Plenary Reflect on the top three things you should say about this text if it comes up in the exam. Share with 2 other people. Listen to their ideas.