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Author

Solli Raphael

Grades

8th, 9th, 10th, 11th, 12th

Subjects

English Language Arts, Visual and Performing Arts

Resource Type

  • Videos, 3 minutes, 12 seconds, CC, Subtitles

Regional Focus

Global, Oceania

Format

YouTube Video

"Let's Make More Minutes Count"

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Synopsis
  • This video features Australian slam poet Solli Raphael delivering his poem with music and images in the background.
  • This poem focuses on climate change, plastic pollution, and policy change. 
Teaching Tips

Positives

  • This video features black-and-white photographs of climate protests interspersed with Raphael delivering his poem.
  • Background music adds urgency and intensity to the mood of the poem.

Additional Prerequisites

  • Solli Raphael was 13 years old when this video was produced.
  • Greenpeace Australia Pacific produced this video.
  • Solli Raphael's poem references several Australian landmarks, including the Adani coal mine, the Great Barrier Reef, and the Great Australian Bight.

Differentiation

  • Language arts and creative writing students could watch this video for inspiration before writing their own climate-related poems. Students could include elements pertinent to their location (e.g., students in California could focus on wildfires).
  • English language arts students could analyze Raphael's poem, noting the use of figurative language and other poetic devices.
  • This video could be used in a variety of settings to motivate and inspire students to take climate action.
  • Related poetry videos include "Earthrise" by Amanda Gorman, "Dear Future Generations: Sorry" by Prince EA, and "What Happened When We All Stopped" read by Jane Goodall.
Scientist Notes

Plastic pollution and e-waste are global environmental problems. This resource calls on the government and individuals to halt plastic pollution and implement actions to protect biodiversity, forest and marine resources, and the natural environment. This resource is recommended for teaching.

Standards
  • College, Career, and Civic Life (C3) Standards
    • Dimension 4: Taking Informed Action
      • D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Literature (K-12)
      • CCSS.ELA-LITERACY.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
      • CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
      • CCSS.ELA-LITERACY.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
      • CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
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