LESSON TWO: Analyzing Nonfiction Text Elements - Editorials

 

LESSON DESCRIPTION

Students compare/contrast text elements in two opposing editorials.

 

GRADE-LEVEL EXPECTATIONS ADDRESSED

R3C    Use details from the text(s) to analyze and evaluate the logic, reasonableness, and audience appeal of arguments in text.

 

LESSON MATERIALS & SPECIFIC CLASSROOM ARRANGEMENTS

§         Sources of literature

o        None

 

§         Supplies

o        Various newspaper editorials with opposing viewpoints

 

§         Handouts provided

o       Example of Local editorial (overhead)

o        Two editorials expressing opposing viewpoints

o        Nonfiction Text Elements-Editorials Formative Assessment Scoring Guide

o        Nonfiction Text Elements-Editorials Formative Assessment  graphic organizer

 

§         Words to know

o        compare

o        contrast

o        audience

o        graphic organizer

o        analyze

o        evaluate

 

FORMATIVE ASSESSMENT

Students select two editorials expressing opposing viewpoints and compare and contrast the text elements in each using a graphic organizer provided.  Scoring guide provided.

 

LEARNING ACTIVITIES

 

Strategy

Based on depth of knowledge of class, teacher determines which text elements to teach/identify using a graphic organizer.

 

1.        Discuss with the class who uses an editorial, what an editorial is used for, when an editorial is an effective tool, where a reader/writer finds an editorial published, and why an editorial is used.

 

Questions for Students

Why do readers/writers need editorials? Would subject matter influence how you feel about reading or writing an editorial?  Why? Could you be too close to a topic to effectively write an editorial?  What consequences could that have? Would you feel comfortable writing an editorial for a local paper? Why or why not? Where would you want it published? (Call-in editorials, newspaper editorials, internet editorials, etc.)  Why?

 

2.        Write these words on the board or an overhead transparency: logic, reasonableness, audience appeal, accuracy of evidence, and word choice.  Identify these words as text elements and determine meanings.  Point out examples of each in an editorial.

 

Questions for Students

What would an editorial be like without these elements? What element would be difficult finding in an editorial if reading on your own? What single element makes this article most effective?

 

3.        Display an editorial on the overhead.  As a class activity, teacher underlines and labels text elements as students identify them.

 

Strategy

A website for accessing editorials with opposing viewpoints is:  www.publicagenda.org/issues/issuehome.cfm    After accessing the site, select an issue; then choose discussion guides.