Lesson

Date: 3/3/14
Title: What Makes an Editorial?
Description: Students read editorials while identifying/paying attention to techniques
specific to this type of writing.
Topic or Unit: Lead-in to Research Paper
Instruction time: 44 minutes
Grade level: 11
th
/12
th
Composition
Standards:

Enduring Understandings/Essential
Questions:
Learning Objectives:
Approach readings fairly and
critically, while being aware of
authors purpose and argument.
Students will be able to interpret the
opinion and purpose of an editorial
we read in class.
Differentiation:
Students are given a packet of editorials representing a range of topics and are
asked to choose one to answer questions for.
Materials needed:
Packet of editorials chosen by the teacher.
List of questions
High lighters
Instructional methods:
Gradual release of responsibility.
Guiding questions
Sequence: (hook, instruction/modeling, guided practice, independent practice, check
for understanding/scaffolding, assessment of/for learning, closure of lesson, bridge
to next lesson
1. Begin class by asking students if anyone knows what an editorial is.
It is key that they identify it as an opinion piece.
Note that students can find editorial pieces in many locations. If they follow blogs,
chances are those are editorials.
2. Distribute list of questions for students to consider when reading an editorial.
What is the issue?
What are my thoughts on the topic before I read this?
What is the authors opinion?
What is the authors purpose? (To persuade, to shed light, to inspire change, etc.)
Are there facts presented in this piece? (Are they reliable?)
Is this a fair editorial? (Consider tone, style, presentation of opinions and facts,
consideration of an opposing viewpoint, etc.)
Is my opinion affected by this editorial?
3. Distribute packet of editorials to each student. Choose one to read together.
4. Read article as class, stopping if necessary to clarify/understand.
5. Discuss questions as a class, offering the tips below to help students answer them for
themselves.
Highlight words or phrases that stand out to you.
Consider what youve highlighted. What effect do they have on the authors
tone? These words/phrases might hint at the authors opinion and purpose.
What does the author want to come from this article (purpose)
Where do the facts come from, are they used to support an argument? Are they
used effectively?
6. Students can then either work with a partner or alone to complete this task with
another editorial from their packet.
7. Either in class if time, or as homework, students are to complete the questions for a
third editorial from their packet on their own.
Notes for modification (to be completed after lesson)





Lesson
Date: 3/1/14
Title: What Makes an Editorial?
Description: Students will complete their graphic organizer based on what they learned
from each other and what the teacher notes as important.
Topic or Unit: Research
Instruction time: 44 minutes
Grade level: 11
th
/12
th
composition
Standards:

Enduring Understandings/Essential
Questions:
Learning Objectives:
Approach readings fairly and
critically, while being aware of
authors purpose and argument.
For effective persuasion, be
considerate and fair when writing
opinion pieces or editorials.
Students will consider what aspects
make a written argument effective,
and begin to consider what they may
want to include in their own
editorials.
Differentiation:
Brainstorming individual choice topics
Materials needed:
Chrome books
Instructional methods:
5-7-9
Guiding questions
Sequence: (hook, instruction/modeling, guided practice, independent practice, check
for understanding/scaffolding, assessment of/for learning, closure of lesson, bridge
to next lesson
1. Discuss students responses to the questions from the activity.
2. Ask students if one of the editorials they read stands out as a stronger editorial.
3. Students write for five minutes about why that one is stronger. What makes it a
good piece of writing. (Or if they didnt think any of them were good, they write
about what would make the editorials better)
4. As a class, in small groups or with partners, students discuss their thoughts.
What makes an editorial strong? What is good? What is not good?
5. Students then take some more time to add to their expectations for a well-
written editorial. Additionally, students should brainstorm topics they might be
interested in and ways they can write well-written editorials about it.
6. Students may begin outlining/researching/drafting their own editorials.
Students can use computers if necessary, to get ideas, find more articles, etc.

Notes for modification (to be completed after lesson)



Lesson
Date: 3/10/14
Title: Whats in this Editorial?
Description: Students come to class with their own completed editorials and complete a
peer review.
Topic or Unit: Editorials/Research
Instruction time: 44 minutes
Grade level: 11
th
/12
th
Composition
Standards:
Enduring Understandings/Essential
Questions:
Learning Objectives:
Approach readings fairly and
critically, while being aware of
authors purpose and argument.
For effective persuasion, be
considerate and fair when writing
opinion pieces or editorials.
Students will reinforce their
understanding of editorials by
critically considering and evaluating
the work of their classmates.
Differentiation:
Materials needed:
Each student to have a completed rough draft and two printed copies.
Highlighters
List of questions from first day of editorial assignment
Instructional methods:
I do, you do
Sequence: (hook, instruction/modeling, guided practice, independent practice, check
for understanding/scaffolding, assessment of/for learning, closure of lesson, bridge
to next lesson
1. Students should answer the editorial questions for their own rough draft
before beginning the peer review.
2. As a reminder, teacher demonstrates the process of reading/answering the
questions that assist in interpreting an editorial. Demonstrate that my response
as a reader is my interpretation.
Note that there isnt right/wrong for these questions. Intended interpretation and
actual interpretation might not be the same thing, and this feedback is designed to
assist. If we know what we want readers to take away, we know what kind of
feedback we expect, and then we can work with our writing if the response is
different.
3. Students split into groups and peer reviewanswering the questions provided
and explaining their own interpretations. This is what youre saying to methis
is what I think your opinion isthis is what your tone sounds likeetc.
Students should be highlighting, marking the paper, taking notes and writing their
answers to the questions downafter that, they can discuss the work.
4. Students discuss their feedback first without offering suggestions.
5. Writers take time to consider the feedback.
Did my peers responses match my own? Was it what I expected? What did I like?
What didnt I like? What do I want to develop? What do I want to maintain? Was I
fair?
6. Now students can discuss strengths/weaknesses with each other and offer
ideas to improve the editorials.
7. Students will also turn in their rough draft to get teacher feedback.
Feedback should be along the same lines as the peer feedback.
Notes for modification (to be completed after lesson)