Telling the Story (The Climate Beat for Student Journalists #4)

In this lesson, students explore the role of journalism in addressing the climate crisis, examine the effective use of language, and write a feature article about climate change.

Step 1 - Inquire: Students evaluate the first sentences from articles about climate change, learn the format of feature articles, and write an outline for their own articles.

Step 2 - Investigate: Students explore the climate journalism best practice of “know the science but talk like a real person” by rewriting scientific jargon into comprehensible language.

Step 3 - Inspire: Students write, peer review, and edit a feature article about the climate crisis.

Positives

• This lesson can be incorporated into an English language arts class, a journalism class, a science class, or a student newspaper club.

• Students learn how to write well by analyzing the work of professional reporters and writers.

• Students take climate action by reporting on a topic of interest and sharing their articles with their peers and the community.

Additional Prerequisites

• This is lesson 4 of 4 in our 9th-12th grade The Climate Beat for Student Journalists unit.

• Students should have a basic understanding of how to write an article that incorporates research and interviews.

• Students will be using the statement of purpose, research, and interviews from Lessons 1-3 of this unit to write their articles.

Differentiation

• Students can complete their outlines or first drafts for homework. 

• Students can explore the resources available in The Uproot Project, “a network of journalists of color who cover environmental issues, as well as students and others aspiring to cover this beat.”

• The lesson can be extended by asking students to design the layout of their article, including headlines, infographics, pull quotes, or photos.

This lesson emphasizes the significance of including research and scientific data in articles and reports on climate change. Students will gain knowledge of the fundamental components of a feature story as well as the ability to explain climate science and compose feature stories that are captivating enough to be published. Even though the materials didn't contain any science to examine, the lesson passed our science review procedure because the content and sources were appropriately cited.

Primary Standards

• Common Core English Language Arts Standards (CCSS.ELA)
  • Reading: Science & Technical Subjects (6-12)
    • CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
  • Writing: History, Science & Technical Subjects (6-12)
    • CCSS.ELA-LITERACY.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
    • CCSS.ELA-LITERACY.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • CCSS.ELA-LITERACY.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
    • CCSS.ELA-LITERACY.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
    • CCSS.ELA-LITERACY.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • CCSS.ELA-LITERACY.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.