In this lesson, students evaluate three slogans on climate awareness and advocacy and create their own artistic slogans with four specific types of parallel structure.
Step 1 - Inquire: Students evaluate visual and writing components of three slogans on climate change awareness and advocacy.
Step 2 - Investigate: Students watch introductory videos on climate change, take notes on the main ideas, reflect on meaningful evidence, and discuss the effectiveness of climate protests.
Step 3 - Inspire: Students learn four types of parallel structure and create slogans combining parallel structures, climate change facts, and art.
This lesson can be used in all levels of English and art classes.
Art teachers can use this lesson in any unit and incorporate other art components.
Students are given voice and choice in this lesson as they learn to manipulate language to achieve different outcomes.
This lesson can be used as an introduction to climate change and overall climate awareness.
This lesson can be added to a science lesson evaluating evidence for climate change or a communications or business lesson on marketing.
This lesson can be used to discuss climate justice in social studies.
Students should have some understanding of basic grammar and parallel structure.
Students should have an understanding of slogans and their purpose.
Students should have access to computers or art materials in order to create the final version of their parallel structure slogan.
Students’ use of language and vocabulary can be simple or complex in order to fit the needs of the class.
Teachers can simplify the lesson by focusing on only one or two forms of parallel structure.
Art teachers can have students design two different visual pieces to go with the same slogan, then compare and contrast the effects of the different artistic elements on the overall message.
Additional scaffolding for AP English classes can include a discussion on the purposes and effects of each specific form of parallel structure as well as an analysis of parallel structures in literature.
Teachers can connect the parallel structure skills in this lesson to their current reading material or curriculum. For example, students can identify forms of parallel structure in previously assigned class literature or nonfiction readings.
Teachers can extend this lesson into various writing activities for students to practice expository, analytical, descriptive, or narrative writing with different forms of parallel structure.
The lesson enables students to understand the intrinsic value of slogans in climate and social justice advocacy. Students would also practice how to use artistic slogans to communicate climate change impact to diverse audiences and policymakers in order to inform better decision-making and drive climate action. All materials have been carefully reviewed, and this lesson is recommended for teaching.
This resource addresses the listed standards. To fully meet standards, search for more related resources.
Students view three slogans for climate awareness and advocacy on the Teacher Slideshow or the Student Document.
Students discuss reflection questions as a whole class. Examples include:
How do you feel as you first see these images?
What elements of art or language are used to convey the tone and message?
What stands out to you about each of the slogans?
Which is most visually appealing to you? Why?
How do the slogans promote social justice?
Students pick one of two 3-minute videos to watch.
Students answer two questions on the Student Document while watching the video.
What is the thesis or main claim of the video?
List 5 facts the video uses as evidence to show that the climate is changing.
After watching the video, students reflect on the following questions and answer them on the Student Document:
Which fact or piece of evidence in the video do you find most compelling? Explain why.
How do these facts work all together to bring awareness to climate change? Explain.
Students watch the video Do Climate Protests Work? and discuss the impact of protests on climate change and social justice.
Teacher ends with the following SEL open-ended questions:
What feelings do slogans often capture and express?
What role do ethos or pathos play in slogans?
How does artwork or color in a slogan help express feelings? Share an example.
Students read and discuss the definitions and examples of four types of parallel structure: antithesis, chiasmus, anaphora, and epistrophe.
Teacher reviews or teaches the concepts to the class.
Teacher can refer to additional examples for each type of parallel structure in Part 2 of the Inspire section in the Teacher Answer Key.
Using facts from the video, students write four climate change awareness, advocacy, or climate justice slogans, one for each type of parallel structure.
Students identify the feeling they want their slogan to capture in words, art design, and color.
Students can use the same fact for all four slogans or a different fact for each slogan.
Students use the examples from their Student Document to self-check their parallel structure.
Students highlight their favorite out of the four slogans they wrote.
While students work, teacher circulates to give feedback or additional instruction.
When finished, students trade with a classmate.
Students check each slogan for the correct use of parallel structure with a partner.
Students make edits as needed to correctly demonstrate each type of parallel structure.
Students turn their slogans into a piece of art by creating a visual component for one of their parallel structure slogans.
Students choose to design digitally or by hand.
Students consider the tone, audience, and message as they choose colors, font styles, graphics, drawings, etc.
Teacher leads a final class discussion for students to share their completed artistic slogan. The discussion can include the following questions:
Why did you choose your colors, designs, graphics, drawings, etc?
How do you see your visual art components working with your parallel structure language to convey a powerful message?
What was your favorite part of creating your work?
Where can you share your work outside of this classroom to encourage climate change awareness?
What did you learn about working with words and art to express a feeling in your message?
Students vote on their favorite two or three slogans from the class and look for places in the school to display them.
For example, students can connect to their school’s newspaper or teacher website, community newsletter, class website, school display board, or environmental club.
Teachers and students can also look for ways to share student work outside of school.