The View from Here
Module 1, Activity 4.1 - Point of View (editorials)
Teacher Page
(student page for this lesson)

Introduction:

When a journalist writes a news article, it is his/her job to be as objective as possible. However, all newspapers have an editorial page where it is possible for a journalist to express an informed opinion on a current topic of interest. In this lesson, students will review the concepts of point of view and bias, as well as learn the general parts of an editorial page.

Resources:

- handout to record notes in (.doc) or (.rtf)
- statement sheet in (.doc) or (.rtf)
- related article (.doc) or (.rtf) and editorial (.doc) or (.rtf)
- internet access
- video clip Re: challenge of writing editorials

Activities:

Task One - Point of View
Choose two volunteers from the class to discuss a recent event that took place in the community or school. Try to choose two students that would have a perspective different from each other. For example, if you are having them discuss the recent basketball tournament, perhaps choose a student who was a player and one who was a spectator.

Use the differing perspectives to review and discuss the concept of bias.

Students can have the sense that bias is a terrible thing. They are often taught the concept of bias when they are taught about prejudice and stereotyping. It is important to help students recognize that bias is natural. The most important thing to do is recognize bias and become informed.

Task Two - Informed Opinion
Discuss with the students the purpose of an editorial. Have the students watch the video clip of Jason Warick discussing editorials. After watching the video have the students answer the few questions on the student version of this page.

Ask the students a simple question - Should the school consider paving the student parking lot? Have the students give their opinion. Once they have, try to challenge their opinion by asking questions on both sides of the issue:

For:
Where would the money come from?
Would that money be taken away from other important student needs?
Are there other places that the students are frequenting that don't have pavement and are they able to survive without it?

Against:
What kind of damage is being done to student property without pavement?
Aren't students' vehicles as valuable as teachers'?

After the students have completed the activity on the student version of this page using an editorial and an article on the same topic, discuss as a class why an editorial is challenging. Use this discussion to point out to students that having an opinion is easy, an informed opinion takes time, effort, research and the ability to persuade.

Task Three - Creating Spin or Point of View
Take a few moments to have the students look back in their notes and review the concept of spin.

You can also look back at the notes they took on the handout and discuss the adjectives recorded as an example of spin. Once they have an understanding of the definition, it is time for them to experiment with how a journalist is able to spin the language to elicit a certain opinion or response. Stress that journalists write to persuade in editorials, while they write to inform in most other forms of journalism.

Look at the statement sheet and go over the example to be sure that students understand their task. Working with a partner, they must try to write sentences for each statement that give the information in a positive light and a negative light.

Students should work through at least three of the statements using the example on the statement sheet as instruction. After they are done, be sure to ask for some examples from the class to reiterate the concept of spin.

Task Four - Editorial Pages
Discuss the purpose of editorial, or op-ed, pages. Have the students read the following information on editorial pages for information on format.

Bring in a variety of newspapers containing editorial pages. Student should find an editorial page, have it copied and complete the steps listed on the student version of this page.

Try to have a variety of local and national back issues.

The more that students have a chance to look at, the larger their base of knowledge will be.

Any assessment will be done informally, as this lesson simply leads the students towards writing their own editorial in lessons to come.