Opinions and Editorials
Module 1, Activity 4.3 - Characteristics of an Editorial
Teacher Page
(student page for this lesson)

Introduction:

An editorial is a journalist's chance to express an opinion. However, journalists have a responsibility not just to give their opinion but to support that opinion with facts and to consider both sides of every issue. In this lesson students will learn the characteristics of an editorial and begin to plan their own editorial.

Resources:

- editorials from various sources/newspapers
- editorial brainstorming topics (.doc) or (.rtf)
- sample editorial evaluation (.doc) or (.rtf)

Activities:

Task One - Persuasion
A great way to begin this lesson might be to play Devil's Advocate. To begin, choose a current issue that you feel comfortable with and knowledgeable about. You will argue points on one side and your class will argue points from the other side. Whenever possible try to use a specific point made by a student and rebut. Give the students specific instructions on how the game will run and how long it will last. If you like, a student could play your role against the other students. If you choose to do this, chose a volunteer who enjoys the attention and can make good arguments.

Want more information on Devil's Advocate? See the student page of this lesson or the extend the learning section regarding ethics.

During the game, the students should also keep track of as many points made by each side if they can. At the end of the game, discuss as a class the major points made for each side.

Task Two - Characteristics of an Editorial
Give students notes on the characteristics of an editorial. See the notes on the student version of this page as an example. Be sure that the students have an understanding of what an editorial should look like as well as the possible purposes of an editorial: to inform, to promote, to praise, to entertain.

Task Three - Evaluating an Editorial
In groups of 3-4, possibly the groups they worked with for the town meeting, students will have the chance to evaluate editorials.

Task Three Continued. . .
You will need to provide students with editorials (ask them to bring in an editorial, or have them use the ones read at the town meeting). Students will be responsible for evaluating 3 editorials using the sample evaluation. Discuss at least one editorial from each group and ask the group to explain why they gave it the rankings they did.

Task Four - Preparing to Write
They have already completed a letter to the editor (Lesson 2.8 - Writing Process) which they may want to use as a jumping point. As that only gives the students one idea, you may want to help them come up with a series of ideas to choose from.

Providing the students with a list of possible topic choices. Having them complete the brainstorming activity on the student version of this page should help to avoid the issue of students not working because they can't think of a topic.

Task Three provides an assessment tool for the students. You will need to monitor for understanding of the assessment tool as this will allow you to see if the students understand what makes a strong editorial.