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The Editorial Revisited

Author: Matthew Tidwell
Editor: Stephanie Nardei


Time: 1 week
Preparation
Time:
 
Materials: Copies of editorials students found in library


Abstract
This lesson identifies the types of editorials students have been exposed to.  They will also explain, using a graphic organizer, the elements that make an editorial powerful.

Objectives
The students will be able to:
1.Identify different types of editorials.
2.Recognize the elements within an editorial that make it powerful.

Standards
Strand 1
Concept 6
PO 3: Use graphic organizers in order to clarify the meaning of the text.

Teacher Background

Resource Websites
Writing Editorials http://www.k12albemarle.org/AlbemarleHS/ClassPages/shepard/WebQuest/WritingEditorials.htm
Journalism for Beginners http://weblogs.hcrhs.k12.nj.us/journalismfun/
Document Types http://www.cinahl.com/library/doctypes.htm
Writing a News Story http://www.media-awareness.ca/english/resources/special_initiatives/toolkit_resources/tipsheets/writing_news_story.cfm
Analytical Writing http://www.collectionscanada.ca/education/008-3090-e.html
American Journal of Medicine Required Components for Submission http://www.elsevier.com/framework_products/promis_misc/ajmedit.pdf

Image

 

Activity

  1. The teacher begins this lesson with a brief review of the editorial parts.
  2. Students will make mental connections to their own editorials found in the library.
  3. They take their own editorials and identify the elements that make them powerful or effective.
  4. After identifying these elements, each student should create a chart like this:

Powerful Elements

Examples

1. Clearly stated argument

Example from Editorial 1
Example from Editorial 2
Example from Editorial 3

2. Solution to problem is offered

Example from Editorial 1
Example from Editorial 2
Example from Editorial 3

  1. Give them time to work on this project in class.  As well as listing examples and elements in the chart, the students should highlight those items on the editorial.
  2. Lead a discussion with the class where students can offer elements they came up with and the examples and list them on the board.

 

Wrap-Up
The students turn in their charts and editorials.

Homework
If applicable

Embedded Assessment
This is students’ ability to identify the effective elements of an editorial.

 


PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:


an
NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award

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Supported by NIEHS grant # ES06694


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Last update: March 7, 2007
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