This activity can be used for any classroom.  For the area of Business, this activity is used after the section on columns in Word Processing.  This plan is designed for class periods of 1.5 hours (block schedule).
 

Day 1

• Pass out editorial survey.
• Students should answer (on their survey sheet) "yes" or "no" to each question.
• Have a student record (tally) the class answers on the board.
• As each question's answers are recorded, allow one student to speak for the "yes" side and one student speak for the "no" side.  Remind the students to be considerate of and not offend other students. Try to involve as many students as possible.
• Have students pick five of the most interesting questions from their sheet and rate them from 1-5 (1 being the most interesting to 5 being somewhat interesting).  From these five, the student should find something that would be interesting enough to write an editorial.

Day 2

• Each student must pick a question that intrigues him/her.
• Distribute the prewriting organizer worksheet.
• Discuss items that need to be included when writing an editorial.  Writing a Convincing Editorial
• Make models and samples of editorials available to the students for viewing.
• Have the students draft their editorial on the computer using columns.
• Print a rough draft copy for peer editing.


OPTIONAL:  If compter lab time is available, have students do some research on their topic.  This will add additional time to the length of the assignment.

Day 3

• Distribute the peer editing worksheet.
• Each student will exchange his/her rough draft and peer editing worksheet with another student.
• Remind students to be courteous while peer editing.  Students are not to change or correct their peers' papers.  Peer editors should only draw attention to questionable items such as spelling, grammar, or unclear parts of the editorial by circling the problem areas on the rough draft.
• After the rough drafts have been peer edited once, have students exchange papers with different students.
• For the second peer editing, students should use a different color of ink than the previous peer editor or use a pencil if a pen was used for the first peer editing.
• After two peer editing sessions, students should have time to complete a revision and turn in the revision at the end of the class period.
• The teacher will read the second set of rough drafts and circle any remaining problems.

Day 4

• The teacher will return the second set of rough drafts to the students.
• Students schould complete a final copy and print by the end of the class period.
• Students should turn in all papers and worksheets completed during this assignment, Editorial survey, prewriting organizer worksheet, 1st rough draft, peer editing worksheet, and 2nd rough draft will be used in grading the editorial process.  The Editorial Process Scoring Guide may be used.
• Additional copies of the editorials should be printed, if needed, for portfolio entries.
• Allow students to submit their editorials to the school newspaper or to the local newspaper.

Additional Resources:
Only a Matter of Opinion?  Editorials
Newspaper Editorial Project
Good Writing - Take Mr. Potato Head Along for Better Stories