Scribd
Upload
63 views

Lesson Plan MLBP Editorials and Opinion Articles

Uploaded by

Dimitrios Latsis
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
63 views

Lesson Plan MLBP Editorials and Opinion Articles

Uploaded by

Dimitrios Latsis
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

In this activity, students learn the purpose of editorials and opinion articles and evaluate their

effectiveness.

GRADE LEVEL: Middle and high school

TIME: 30-60 minutes

MATERIALS: Here’s What We Think: Editorials and Opinion Articles worksheet (download);
newspapers, magazines or Internet access; paper, pens/pencils

PREPARE
1. Print copies of the Here’s What We Think worksheet, one per student.

DO
1. Find out what the class already knows about editorials and opinion articles. Tell them: Most
newspapers have an editorial and opinion section; online, look for the words “opinion” or “editorial”
at the top of the article. These articles express opinions and ideas, and are expected to have a point
of view. They do not necessarily report news; rather, they comment on current events.
Editorials are written by a member or members of the editorial staff of a newspaper and express the
opinion or idea of the newspaper as a whole. Opinion articles, sometimes called op-eds because of
their traditional position opposite the newspaper’s editorial page, express the opinion or idea of only
the person or people writing the article.
2. Discuss: What’s the purpose of editorials and op-eds? What’s the difference between fact and
opinion?
3. Tell them that editorials and opinion articles are often categorized into four types: Ones that:
 Explain, interpret or inform
 Praise, commend
 Argue, persuade, propose a solution or call for action
 Criticize, identify a problem
The writer may use humor or satire in an attempt to point out wrongs or suggest improvements.
4. Have each student read three editorials or opinion articles.
 These can be chosen in advance to save time or students can find their own articles.
5. Give the class time to read the articles and complete the worksheet.
6. Discuss their work as a class.

DISCUSS
 Which type of editorial/op-ed was most common?
 How can an editorial or opinion article open or advance dialogue on an issue?
 What makes an editorial or opinion piece effective?
 What influence do they have? How do you know?
 Compare and contrast editorial and opinion articles.

Washington, D.C., area school groups are sponsored by WTOP 103.5 FM.
EXTENSION ACTIVITY
Write an editorial. Have students outline or write an editorial. First, have students brainstorm
important issues in their school or community. Write the ideas on a board. Have students vote to
narrow the list to one issue. Then divide students into small groups; each group will be “an editorial
board” for their school newspaper and decide their position on the issue. Together they should outline
an editorial. (Optional: Have students write the full editorial in class or as homework. They may need to
do research to get additional facts.) Follow this format:
 Begin with an objective statement/introduction of the issue or controversy.
 Give and discuss the opposing viewpoint. (Who are the opponents? What are their opinions?)
 Refute the opposition’s beliefs.
 State your paper’s position and reasoning. Use facts and details.
 Offer a realistic solution.
 Conclude concisely.

Washington, D.C., area school groups are sponsored by WTOP 103.5 FM.

You might also like