7/27/2019 Socially Constructed Topic
1/15
7/27/2019 Socially Constructed Topic
2/15
a. Define editorial writing;
b. Distinguish facts from opinions;
c. Use cohesive devices through writing editorialarticle
d. Influence others about the importance of being
updated in the community and;
e. Evaluate other editorial article from the other
group
7/27/2019 Socially Constructed Topic
3/15
The teacher shows the learners a video clip
entitled, Children learn what they see and
after which, the teacher asks the learners thefollowing questions :
1. Why do you think the children did what adults
do?2. Is it a problem? In what sense?
3. At your level now, how can you resolve the
problem?
7/27/2019 Socially Constructed Topic
4/15
The teacher then relates the video clip to a
responsible journalism, specifically as editorialwriters.
The teacher asks the learners about their
interest in writing especially the opinionated
one.
The teacher lets one or two learners share theiroverview or anticipation in the field of
journalism especially in editorial writing.
7/27/2019 Socially Constructed Topic
5/15
With the interaction of the class, the teacher
presents the nature, qualities, purposes and
kinds of editorials.
(Outlined Lesson)
Another important article that appears in a
newspaper is the editorial, which is often
referred to as the soul of the newspaper.
7/27/2019 Socially Constructed Topic
6/15
Nature of Editorials
Appears on the editorial page.
Usually, the editor himself writes the editorials
for his paper. Some employ a team of editorial
writers for this purpose.
Editorials are rarely signed because they are
supposed to be the opinions of several people.
7/27/2019 Socially Constructed Topic
7/15
Qualities of a Good Editorial
1. Interest- discuss the topic to arouse theinterest of many people.
2. Brevity- the shorter the editorial, the better ,for it will have greater force; a good editorial
is made up of at least 200 words and with the
maximum of 500 words.
7/27/2019 Socially Constructed Topic
8/15
3. Force- a short one gains force, because its
purpose is very clear and goes straight to thepoint.
Purpose of Editorials :
1. State the stand of the newspaper on the
important issue.
7/27/2019 Socially Constructed Topic
9/15
2. Inform readers of current issues.
3. Interpret issues to the readers.
4. Criticize policies or actions.
5. Praise any good act.
6. Campaign for a noteworthy action, plan, orproject.
7/27/2019 Socially Constructed Topic
10/15
Sources of Editorials
1. Current news events.
2. Letters to the editor, columns, and other
articles.
3. Community and national affairs.
7/27/2019 Socially Constructed Topic
11/15
4. Personal experiences.
5. Books and other printed matter.
Parts of an Editorial1. Lead or introduction- may consist of a
summary of the news, problem, striking
statement, rhetorical question, quotation from afamous personality, short narrative account, or
the writers opinion
7/27/2019 Socially Constructed Topic
12/15
2. The body- interpretation or explanation of theissue; contains the facts, implications andinterpretations of the issue.
3. The summary or conclusion- exhortation,advice, plea, or commend or may be simply the
summary of the whole article or restatement of
the lead.
7/27/2019 Socially Constructed Topic
13/15
Kinds of Editorials (most common)
1. Editorials that interpret.
2. Editorials that criticize.
3. Editorials that persuade.
4. Editorials that praise.
5. Editorials that entertain.
7/27/2019 Socially Constructed Topic
14/15
I am the chosen Generation At this stage, I want my learners to prove to
themselves that they can make a difference in
the society as young writers expressing
professionalism, decency, diplomacy and an
application of the lecture.
The teacher groups the learners with themaximum of six members on each group.
7/27/2019 Socially Constructed Topic
15/15
After which, each group chooses a topic or current
issue in the society as their topic for constructing an
editorial article which is good for 20 minutes,encoded and edited, ready for projection in the
class so that other groups can critic the output.
Each group can create their own title.
Rubrics (for judging)
Content - 50 %
Force - 30 %
Wittiness - 20 %
100 %