This article details a unit of study bringing together shared reading, place-based pedagogies, and climate-centered texts to engage students in youth participatory community action (YPAR). The authors envision an English classroom where youth read, write, and argue for change as activists as they encounter climate justice literature through YPAR (Cammarota & Fine, 2008). In doing so, they describe three exemplary texts and offer place-based pedagogical ideas (Damico et al., 2020), discussion questions, and an analytic frame for "shifts in emphasis" (Capra, 2007, p. 12) to support their use. The article begins by describing place-based frameworks and outlining how they can inform YPAR units.