# data[].attributes.body
Knowledge:

The current challenges of climate change on a global scale

The possible solutions, and the reliance and interconnectedness between countries, governments, leaders and the public, to achieve these solutions

That every individual is able to make a contribution to controlling climate change, that they as individuals have agency and can contribute (to overcome the sense of eco-anxiety and hopelessness that can result)

The features of effective persuasive speeches.

The practice of writing an effective persuasive speech.

Skills:

How to undertake basic research online, finding, assessing and making notes on key facts and statistics.

How to write an opening to a speech that engages and interests your audience

How to write an effective persuasive speech using the features of rhetoric.

Values:

To develop an awareness of the interconnectedness of countries, governments, leaders and the public in tackling the issue of climate change

To reflect on how individuals, the local community in the Isle of Man, and the global community can influence the impact of climate change and climate justice.

To develop a sense of personal and collective responsibility and agency in addressing the challenge of climate change.

To appreciate different perspectives, roles and contributions different individuals and groups can make to raising awareness and accountability.

# data[].attributes.body
1.  Class discussion: Students will explore and discuss the issues of climate change through the use of Leonardo DiCaprio's speech and explore what makes an effective introduction of a speech. 30 mins.

2. Create: Students are required to apply their learning of speech introductions and persuasive techniques to plan and create an introduction to 1 of 4 given topics:
1. Human beings are not responsible for climate change or global warming.

2. Everyone should eat a vegetarian diet.

3. People should limit their flying to once a year.

4. The Government are solely responsible for putting a stop to climate change. 50 mins

3. General Research: Students undertake guided research, looking at the most important issues surrounding climate change. They should consider:

• 5 of the biggest problems causing climate change

• 5 things we can do to limit our emissions / climate change
20 mins.

4. Collaboration: Whole class discussion on research, building on others' contributions. Followed by peer to peer dialogue using the 'think, pair, share' method. Students will work in groups to analyse Greta Thunberg's speech. 30 mins.

5. Application: Students will explore the importance of facts and statistics in a speech (to then replicate in their own writing) and create a response, considering audience and purpose. 20 mins.
Following this, students will use the two planning worksheets to apply their knowledge and prepare a speech on climate change. 30 mins.

6. Presentation: Each student will write and present a persuasive speech, expressing their own views on climate change. These will be presented in front of the class teacher as well as the group and will be assessed as part of the year 8 end of term speaking assessment. 50 mins. (Allow further time during next lesson to continue presenting speeches.)

# data[].attributes.body
Each student will write and present a persuasive speech, expressing their own views on climate change.
These will be presented in front of the class teacher, as well as the group, and will be assessed as part of the year 8 end of term speaking assessment.
The speeches will be planned and then neatly written in to their orange assessment books. The class teacher will mark each presentation and speech using the mark scheme uploaded to the resource section of this plan.

# data[].attributes.headline
Leonardo DiCaprio's Climate Change Speech

# data[].attributes.subject
Leonardo DiCaprio's Climate Change Speech

# data[].attributes.attachment_link.title
Leonardo DiCaprio's Powerful Climate Summit Speech

# data[].attributes.headline
Climate change worksheet scaffold - fill in the blanks

# data[].attributes.subject
Climate change worksheet scaffold - fill in the blanks

# data[].attributes.attachment_link.title
WATCH: Greta Thunberg's full speech to world leaders at UN Climate Action Summit

# data[].attributes.headline
Teaching will be delivered through a wide variety of pedagogies

# data[].attributes.subject
Teaching will be delivered through a wide variety of pedagogies

# data[].attributes.body
Dialogic teaching –

whole class discussion, modelling listening, valuing and building on others’ contributions

peer to peer dialogue, using ‘think pair share’

Inclusive pedagogy – through introducing the context of the speakers, particularly Greta Thunberg, we will look at challenges of expressing yourself in a second language, and highlighting different perspectives neurodiversity can bring.

Modelling – use of ‘What a Good One Looks Like’ for opening and sections of speeches, including live modelling.

Scaffolding – resources will include scaffolds to support students in producing high quality writing, including ambitious vocabulary and sentence structures.

Practicing – opportunities to practice, e.g. in supported sentence completion and in writing an opening to a speech before developing a full speech.

Critical pedagogy –

evaluating the reliability of sources when performing independent research, posing questions about sources of information (e.g. popular culture vs verifiable sources).

Encouraging ownership of own work in evaluating the success of own work, and presenting it to their peers.

Values-based pedagogy – through exploration of values of individual and corporate accountability.

Metacognition –

exploring the effects of effective speech writing in terms of how it makes us feel, and

through self-assessment of own work, learning to think about how students transform examples or knowledge learnt into their own piece of writing.

Retrieval practice of key concepts and features of speech writing learnt earlier in the scheme of work.

# data[].attributes.body
A group of 24 Year 8 pupils grouped homogeneously in a low ability band.
The class consists of 12 boys and 12 girls. 17 of which with SEND.
This group find interactive and practical tasks engaging but need considerable support.

# data[].attributes.body
17 pupils in this group have SEND. These range from anxiety, ADHD, learning and cognitive difficulties, dyslexia to hearing impairments.

# data[].attributes.body
Students have explored and analysed a variety of influential speeches, specifically looking at what makes them effective and what techniques have been used. Speeches have included: Martin Luther King, Emma Watson and Winston Churchill.
They have also developed an understanding of rhetoric and applied this to their own writing.

# data[].attributes.headline
Group: Hannah Oram and Johanna Watkinson

# data[].attributes.subject
Group: Hannah Oram and Johanna Watkinson

# data[].attributes.body
Subject: Secondary English (International)
Focus Group: Year 8 (class of 24)

# data[].attributes.headline
A comprehensive secondary school situated in the coastal town and ancient capital of the Isle of Man, serving children from the largely rural villages and small coastal towns in the southern region of the Island.

# data[].attributes.subject
A comprehensive secondary school situated in the coastal town and ancient capital of the Isle of Man, serving children from the largely rural villages and small coastal towns in the southern region of the Island.

# data[].attributes.body
Overall: To enable pupils to engage with and respond to the ]impact of climate change through expressing their own ideas about climate change in a speech.

Climate change awareness:

To explore and discuss issues of climate change

To explore and discuss influential figures in the fight for climate change, through their speeches (David Attenborough, Leonardo DiCaprio, Greta Thunberg)

To undertake basic online research to ascertain facts about climate change

The writer’s craft of speech writing:

To explore and create an effective opening for a speech

To explore the importance and effect of using facts and statistics in a speech

To prepare, write and deliver a speech expressing my ideas on climate change.

# data[].attributes.body
Pupils will learn about the challenges posed by climate change and possible solutions through the medium of persuasive speech to convince others, and independent online research. They will critically view 3 films of influential speakers on climate change, and will identify aspects of persuasive speech writing and performance, including the use of facts and statistics, emotional language, rhetorical questioning, the “rule of three” and other features of effective speeches.

They will develop their own ideas about climate change and possible solutions, through independent research, and develop the opening and then a full speech expressing their ideas, with the opportunity to present this to their peers at the end of the session.

This extended learning opportunity forms part of a scheme of work on speech writing, occurring towards the end of the scheme. The formal assessment at the end of the scheme of work is for speaking and listening, with the presentation of their speech.