Activity
- The teacher begins this lesson with a brief review of the editorial parts.
- Students will make mental connections to their own editorials found in the library.
- They take their own editorials and identify the elements that make them powerful or effective.
- 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 |
- 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.
- 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.
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