ENGLISH LANGUAGE ARTS RESOURCES

EXAMINING EDITORIALS

Planning Points

Approximate Time Needed: 5-8 days
Correlation to English I SCS 1.02, 3.01, 3.02, 3.03, 4.01, 4.03, 6.01,6.02
Correlation to NC High School Exit Exam Competencies: C1, C2, C3, C4, C5, C6, C7, PS16

Lesson Objectives:

To associate figurative language and language conventions in an editorial text.

Materials Needed:

a pre-selected text analyzed by the teacher, newspapers for classroom use, teacher-made checklists, rubrics

Description:

This activity reviews elements of language in a pre-selected editorial chosen for classroom reading, critical analysis, and discussion, as well as features of standard English and the author's use of these features in his writing technique. A checklist is helpful to make a record of the author's use of language and writing strategies.

• Day 1 should address the author's use of language in the editorial and other concepts (new or for review) such as editorial, editorial writing, editorial cartoon, paradox, rhetorical question, propaganda techniques, argument, counter-argument, validity and evidence that supports a valid argument, parody, political/social satire.
• Day 2 is a forum for discussions of the writer's purpose, including the arguments presented and evidence that the author supports his viewpoint with logical and valid information. Students also seek to relate the editorial to real world events , as well as offering their own insight regarding the issue by trying to identify any cause/effect relationships or possible alternative solutions.
• At the beginning of Day 3, students are asked to begin searching for editorials which interest them. Also, on Day 3, students begin a critical review of the author's word choice, propaganda techniques, use of varying sentence structure, appositives, conjunctive adverbs, fragments for special effect, other writing techniques of the author (teachers may review these prior to examining a specific editorial).
• On Day 4, students bring editorials that they have selected to class. Ask for students to share the headlines of their topics while you record these on the board (this will allow you to select and guide the discussion away from any issues that may be sensitive). After the class discussion of one or more of the topics listed, students work independently to summarize the main points of their editorials. This is also a good time for the students to inject their own opinions about whether the author's viewpoint is valid or invalid. They may also offer alternative solutions that they feel are important for consideration. Day 4 should also be used for a review of all the concepts and topics that will be included on the summative assessment for Day 5.
• Day 5 is for a summative assessment (teacher-made) and based primarily on the editorial which opened the unit, although another sample may be included as well. The assessment may be multiple choice, open-ended, or a combination, but it should cover the figurative language and standard language concepts covered in class.
• Students use days 6,7, and 8 for brainstorming, drafting, peer editing, revision, and final drafting. Students choose a topic for writing an original editorial or letter to the editor. They may choose to write about one of the topics brought up in class or a new topic.
• Students may use a graphic organizer or outline for brainstorming. After completing a rough draft, students exchange papers at least twice for peer editing. For the final draft, students follow a rubric or established guidelines for the formal presentation.

Assessment:

Diagnostic, formative, and summative ( review, discussion, brainstorming, checklists, critical evaluation, and original writing samples).

Additional Notes:

This activity may vary in length depending upon the nature of the class. It would also be adaptable for ninth grade students for Goals 1.02, 3.01, 3.02, 3.03, 6.01, and 6.02. The teacher should approve all the topics which the students have chosen and offer alternatives if necessary. Core questions for class discussion might include:

• Is the editorial a social comment? Political comment? Combination?
• What are some examples of the author's use of figurative language? A checklist may be helpful here.
• What is the viewpoint the writer is advocating? What is the connection to real-world events?
• What evidence does the writer offer to support the validity of his argument?

Teacher's Notes:

<< Back | Table of Contents | Next >>