In this rich and well-crafted writing activity, students will learn about op-ed writing and write about a climate topic that is meaningful to them.
Students will learn about the reasons people write op-eds, how to write an op-ed, what makes this writing form unique, and the power of op-eds to create change.
Teaching Tips
Positives
This resource is an excellent introduction to writing op-eds.
Students will enjoy the lesson because they get to choose a climate topic they care about.
This activity calls for at least two days or sessions, but can easily be scaled up into a more lengthy writing unit.
The lesson plan provides links to the OpEd Project website and to two excellent video lectures, which will help prepare students for the lesson.
Additional Prerequisites
Students should be familiar with persuasive writing techniques.
Differentiation
Science or social studies classes could use this lesson during units on climate change or creating change in communities.
While some of the components of the lesson are designed for students to do outside of class, teachers could use them in the classroom. This would be especially helpful for students who have had little experience with persuasive writing.
As an extension, teachers can provide students with a way to share their op-eds with a larger audience, like the school or local newspaper.
Other related resources include this writing activity on writing to members of Congress, this activity on writing persuasively about climate change, and this video on talking effectively about climate change.
Scientist Notes
The resource provides a guide to writing op-eds for climate conversations. The lesson will develop students' skills for effective communication and thought leadership and give them a new perspective on raising their voices for climate justice. This is recommended for the classroom.
Standards
English Language Arts
Reading (K-12)
R.9-12.4 Read various texts closely to determine what each text explicitly says and to make logical inferences; cite specific textual evidence to support conclusions drawn from the texts.
R.9-12.8 Analyze the structure of various texts, including how the features and components relate to each other and the whole.
R.9-12.9 Assess how perspective or purpose shapes the content and style of various texts.
Writing (K-12)
W.9-12.3 Routinely produce a variety of clear and coherent writing in which the development, organization, and style are appropriate to task, audience, and purpose.
