News Article vs Editorial
Lesson 9 of 10
Objective: SWBAT differentiate between news articles and editorials, and analyze author’s bias by determining a central idea and analyzing its development citing textual evidence and summarizing the text using SOAPSTone.
As a review, we began considering the difference between fact and opinion.
Fact – can be proven right or wrong
Opinion – one’s feelings about a topic
Then we progressed to differentiating between a news article and an editorial.
News article –presents both sides of an issue without bias
Editorial – presents one side of an issue and tries to convince the readers to agree with the writer (author’s bias)
Discussion also included defining “pro” and “con”/ for or against
Next year, I intend to provide a reference sheet for students to glue in their notebooks, so they have it available for classwork or at home. In this way, valuable class time will not be wasted writing notes that could be better used for class interactions.
Before reading, I had students number the paragraphs (see Reflection) and had the students noted that "City Schools Cut Parents' Lifeline" was a news article (it presents both sides of the issue). As a class, we read this news article.
I chunked the reading so students could mark the text for fact and opinion - labeling "F" or "O" in the margins. After reading, we discussed how there were many facts included in this article, however, when speaking with individuals in the real world, often their statements are based upon opinion.
After completion of the chart, we shared information as a class so students’ analysis can be detailed.
"Hang It Up"
Students were told that this text, "Hang It Up," is an editorial; as they read, they should decide if the author is for/against the topic of cell phones in school. They marked the text by highlighting statements that prove the author’s bias.
Before reading, students number the paragraphs, and then we read the editorial together as a class.
Afterward, as a whole class we discussed arguments made by the author and decided is the author pro or con in regards to the issue.
Students then completed the comparison SOAPSTone chart with a partner. After completion of the chart, we shared information as a class so students’ analysis can be detailed.
Using information from SOAPSTone charts, students created a double-bubble map or venn diagram to compare and contrast the news article and editorial. Students then shared their information within small groups.