LESSON TWO: Analyzing Nonfiction Text Elements - Editorials

 

LESSON DESCRIPTION

Using nonfiction text, the student identifies, analyzes and evalutes the author’s use of text elements using primary and secondary sources.

 

GRADE-LEVEL EXPECTATIONS

o              R3C  Using nonfiction text the student will analyze the author’s use of text elements: logic, reasonableness, and audience appeal; accuracy of evidence, author’s use of information through word choice, detail selection, and organization; identify and analyze faulty reasoning and unfounded inferences; evaluate proposed solutions.

 

LESSON MATERIALS

Sources of Literature

o        None

 

Supplies 

o        Overhead

o        Newspapers or magazine with editorials

o        Scoring guide for formative assessment

 

Handouts provided

o        Editorial example

o        Compare/contrast graphic organizer

 

Words to know

o        nonfiction

o        compare

o        contrast

 

FORMATIVE ASSESSMENT

Select two editorials expressing opposing views on a topic and, using a provided graphic organizer, compare/contrast text elements designating which element is being compared.  Scoring guide provided.

 

Suggestion

Teacher should select the editorials for the formative assessment.

 

LEARNING ACTIVITIES

1.              Discuss who would use an editorial, what an editorial might be used for, when an editorial might be an effective tool, where a reader/writer might find an editorial published, why an editorial might be used.

 

Questions

for

Students

Why do readers/writers need editorials?

Would subject matter of an editorial change how you feel about reading or writing one?  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 objectives on the board.  Discuss text elements and determine meanings and share examples of each from an editorial as they appear in this objective.

 

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?

 

Suggestions

 

Based on class level, determine which text elements to teach/identify on a graphic organizer.

This activity would be an excellent support for the instruction of persuasive writing.

 

3.              Using an editorial from a publication on the overhead, underline and label as many text elements as available.