ENG8 Q3W5D4: Crafting and Presenting Your Own Mini Opinion Editorial

In this final lesson, you will move from evaluating other people’s editorials to crafting your own mini piece. You will choose an issue that matters to you, decide on a clear claim, and think carefully about your purpose and target audience. Then you will plan, draft, and revise a short opinion editorial using strong textual evidence and a fair, respectful tone. Finally, you will polish your work and be ready to share or present it with confidence, using the simple rubric and criteria you have practiced all week.

• Subject: English 8 – Evaluating Opinion Editorials
• Grade: 8 (KS3)
• Day: 4 of 4

🎯 Learning Goals

By the end of the lesson, you will be able to:

1. Plan a focused mini opinion editorial (about 150–200 words) with a clear claim, purpose, and target audience on a chosen issue.
2. Draft a mini opinion editorial that uses at least two pieces of textual evidence and applies development principles such as simplicity, precision, fairness, and a suitable tone.
3. Revise and improve a draft using a simple rubric and peer or self feedback, then present or share the final version with brief oral or written reflection.

🧩 Key Ideas & Terms

• Brainstorming – Listing many ideas quickly before choosing the best ones to develop.
• Outline – A simple plan that shows the main parts and order of ideas in a text.
• Draft – The first complete version of your writing that you can still change and improve.
• Revision – Making changes to ideas, organization, and wording to improve clarity and effectiveness.
• Editing – Checking and correcting grammar, spelling, punctuation, and minor wording issues.
• Hook – The opening line or lines that catch the reader’s attention at the start of an editorial.
• Call to action – A part, often near the end, that urges readers to do something specific after reading.
• Peer feedback – Helpful comments given by classmates to improve a piece of writing.
• Final copy – The polished, improved version of the text that is ready to be shared or submitted.

🔄 Quick Recall / Prior Knowledge

Before you write, connect with the reading and evaluation skills you practiced in the first three days.

1. From Day 1, how would you define an opinion editorial in one sentence?
   Show Answer

   An opinion editorial is a short article where the writer clearly states a stand on an issue and uses reasons and evidence to persuade readers.
2. From Day 2, what is the difference between a claim and a simple opinion?
   Show Answer

   A simple opinion shows how someone feels, while a claim is a focused, debatable statement that can be supported or challenged with reasons and textual evidence.
3. From Day 3, name two criteria you used when evaluating the effectiveness of an editorial.
   Show Answer

   Examples: clarity of claim and purpose; strength and relevance of evidence; fairness and tone; organization and coherence.
4. Think of one editorial you liked from the previous days. What made it effective for you?
   Show Answer

   Sample answers: clear and direct claim; strong statistics; respectful tone; real-life examples; good call to action; smooth organization that was easy to follow.

📖 Explore the Lesson

How to use this section: Follow six checkpoints. Each one helps you move from idea to finished mini editorial. Read the explanations, connect them to your own topic, then answer the guiding questions before opening the suggested answers.

Checkpoint 1 — Choosing an Issue, Audience, and Claim

Mini-goal: Select a focused topic, audience, and claim for your mini editorial.

Guided discussion: The first step in writing your own editorial is choosing an issue you care about. This issue does not need to be huge or national; it can be about school, home, or community life. Examples include: school uniform rules, gadget use in class, cleanliness of public spaces, safety on the way to school, mental health support for learners, or sports and arts programs. A topic that matters to you will give your writing energy and purpose.

Next, decide on a target audience—the group you want to influence. Your audience might be school administrators, teachers, fellow students, parents, barangay officials, or the general public. Choosing an audience helps you select the right words, examples, and tone. For instance, if you are writing to school leaders, you may use a more formal tone and include information about school policy. If you are writing to classmates, you might use everyday examples from your own grade level.

Finally, shape your claim. Start from a simple opinion like “We should have more library time.” Then make it more specific and debatable: “Our school should add a weekly reading period for all Grade 8 sections so students can build stronger reading habits.” A clear claim usually contains an action (what should be done) and a reason or goal (why it matters). This will guide your paragraphs later.

Real-life tie-in: Whenever you complain or suggest a change—about chores, schedules, or rules—you are close to forming a claim. Turning everyday complaints into focused claims is the first step to writing an editorial that could actually change minds and policies.

Mini-summary: To begin, choose an issue that matters, identify your audience, and shape a clear, specific claim that can be supported with reasons and evidence.

1. Write one possible topic for your editorial and name your target audience.
   Show Answer

   Sample: Topic – “School mental health support.” Audience – “School administrators and guidance office.”
2. Turn this opinion into a claim: “Break time is too short.”
   Show Answer

   Sample: “Our school should extend morning break by ten minutes so students have enough time to eat and rest before the next class.”
3. Why is it helpful to choose one clear audience instead of “everyone”?
   Show Answer

   Because a clear audience helps you pick the right examples, tone, and level of formality, making your message more focused and effective.

Checkpoint 2 — Brainstorming Reasons and Gathering Evidence

Mini-goal: Generate reasons and possible evidence to support your claim.

Guided discussion: Once you have a claim, ask yourself, “Why should my audience agree?” Brainstorm at least three reasons. Do not worry about order yet; just list everything that comes to mind. For example, if your claim is about extending break time, your reasons might include health (students need to eat properly), focus (rest improves attention), and fairness (some students buy food from outside and need time to line up).

After listing reasons, think about possible textual evidence. What facts, numbers, examples, or expert opinions could support each reason? Maybe your adviser shared information about students feeling tired; maybe there was a class survey or a news article about student health. Even simple evidence can be powerful if it is honest and clearly connected to your point. Remember to avoid inventing numbers; instead, you can use small surveys or observations from your class that your teacher approves.

As you brainstorm, also think about opposing views. What might your audience worry about or disagree with? If you mention at least one concern and answer it fairly, your editorial will feel more balanced and thoughtful. You do not have to solve every problem, but you can show that you have considered more than one side.

Real-life tie-in: Successful campaigns, such as those for health, environment, or school improvement, are built on careful planning of reasons and evidence, not pure emotion. Learning this process now prepares you to join or lead campaigns in the future.

Mini-summary: Brainstorming helps you list reasons and evidence for your claim and anticipate opposing views, giving your editorial a strong base before you start writing.

1. For your chosen topic, list at least two reasons that could support your claim.
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   Answers will vary. Teacher can look for reasons that clearly connect to the claim and are not just repeated in different words.
2. Give one example of evidence you could realistically collect for your editorial.
   Show Answer

   Sample: “A simple survey of my class about how many students feel tired in the first period,” or “A quotation from our guidance counselor about student stress.”
3. Write one possible opposing view to your claim.
   Show Answer

   Sample: “Some people might say that extending break will reduce time for other subjects or activities.”

Checkpoint 3 — Outlining Your Mini Editorial

Mini-goal: Create a simple outline with introduction, body, and conclusion.

Guided discussion: A short editorial still needs a clear structure. An introduction usually has a hook and the main claim. A body paragraph or two develops your reasons with evidence. A conclusion wraps up the ideas and includes a call to action. It may help to imagine your editorial as a short speech you will give to your chosen audience.

To outline the introduction, write a hook that grabs attention. It might be a question, a brief scene, or a surprising fact. Then follow it with your claim, usually in one clear sentence. For the body, decide which two or three reasons will fit in 150–200 words. For each reason, note which evidence you will use—maybe a statistic, a quotation, or a short example. In the conclusion, plan a sentence that reminds readers of the claim and another that calls them to act, support, or think differently.

Your outline does not need to be long. A simple list such as “Intro: hook + claim; Body 1: reason 1 + evidence; Body 2: reason 2 + example; Conclusion: summary + call to action” is enough. The goal is to prevent you from repeating ideas or running out of space before you finish.

Real-life tie-in: Many writers outline before they draft, especially when they have a word limit. Even vloggers and speakers often plan their main points so that their message stays clear and organized.

Mini-summary: An outline is your roadmap. It arranges your hook, claim, reasons, evidence, and call to action so your editorial will be clear and complete.

1. For your topic, write a possible hook sentence.
   Show Answer

   Sample: “How can students learn well when they start the day already half-asleep?” or “Every rainy day, we watch our street flood because of blocked canals.”
2. State your claim in one clear sentence that you will use in the introduction.
   Show Answer

   Answers will vary, but the teacher can check for a focused stand and an action or recommendation.
3. In one or two lines, describe what you plan to say in your conclusion.
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   Sample: “I will remind readers why the issue matters and ask them to support a specific change, such as signing a petition or joining a program.”

Checkpoint 4 — Drafting with Simplicity, Precision, and Fairness

Mini-goal: Write the first draft using clear language, specific details, and a respectful tone.

Guided discussion: When you start drafting, focus on getting your ideas on paper based on your outline. Use simplicity by choosing words that your audience can easily understand. Avoid very long, complicated sentences that might confuse readers. Use precision by naming exact situations, numbers, or groups instead of vague phrases like “many things” or “people nowadays.”

While drafting, remember fairness and balance. If you mention an opposing view, describe it honestly before explaining why you still stand by your claim. Avoid calling people names or using insulting labels. Instead of saying, “Only lazy students disagree,” you can write, “Some students worry about the extra time needed, but the long-term benefits for health and learning are worth it.” This shows that you acknowledge concerns but still support your proposal.

Do not try to make everything perfect at once. You can skip difficult words and come back later. It is better to finish a complete draft with simple sentences than to stop halfway because you are chasing “perfect” words. You will have time to revise, add transitions, and polish your call to action in the next checkpoint.

Real-life tie-in: Many journalists and columnists write fast first drafts and then revise. They know that strong writing is a process; the first version does not need to be the final one.

Mini-summary: Your first draft should follow your outline and use simple, precise, fair language. Do not worry yet about small mistakes; focus on expressing your ideas completely from beginning to end.

1. Rewrite this sentence to sound more precise: “Students are having a hard time with school.”
   Show Answer

   Sample: “Many Grade 8 students struggle to finish homework because they arrive home late and still have chores to do.”
2. Rewrite this sentence to show a fairer tone: “Only irresponsible people ignore school rules.”
   Show Answer

   Sample: “Some students find it hard to follow school rules all the time, but consistent reminders and clear explanations can help them understand why the rules matter.”
3. In one sentence, describe what part of your draft you find easiest to write (hook, claim, reason, evidence, or conclusion) and why.
   Show Answer

   Answers will vary. Teacher can encourage learners to notice their strengths and use them to support weaker parts.

Checkpoint 5 — Revising with a Simple Rubric and Peer Feedback

Mini-goal: Improve your draft by checking it against criteria and, if possible, peer comments.

Guided discussion: Revision is where your editorial becomes sharper and more effective. Take your draft and read it as if you are a judge using the four main criteria from Day 3: Claim & Purpose, Evidence & Reasoning, Fairness & Tone, Organization & Coherence. For each criterion, ask yourself: “Is this strong, satisfactory, needs improvement, or weak?” Mark your draft with simple notes like “add evidence here,” “clarify claim,” or “soften tone.”

If you have a partner, exchange drafts and give peer feedback. Use kind, specific comments: start with something you liked (“Your hook is very attention-grabbing”) and then suggest one or two improvements (“Maybe add a statistic to support your second reason”). Avoid comments that attack the person; focus on the writing. After receiving feedback, decide which suggestions to accept and how to use them.

During revision, you may add or remove sentences, rearrange paragraphs, or replace weak words with stronger ones. You might also shorten long sentences to make them clearer. Remember, revision is not a sign that you failed; it shows that you take writing seriously and respect your readers.

Real-life tie-in: Professional writers, editors, and journalists often revise many times before publication. They work with editors and peers who question weak parts. Learning to welcome feedback now will help you in future writing tasks, projects, and even workplace reports.

Mini-summary: Revising with a rubric and feedback lets you move from a rough draft to a more focused, balanced, and organized editorial that is ready to share.

1. In your draft, underline your claim. Is it clear and easy to find? If not, what change can you make?
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   Sample improvement: move the claim closer to the beginning, remove extra words, or rewrite it into one direct sentence that states what should be done and why.
2. Circle one reason in your draft that needs stronger evidence. What kind of evidence could you add?
   Show Answer

   Possible answers: a statistic from a simple survey, a quotation from a teacher or expert, or a specific example from school or community.
3. Write one peer feedback sentence you could give that is kind and helpful.
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   Sample: “I really like your conclusion because it sounds hopeful; maybe you can add one more example in the second paragraph to make your reason stronger.”

Checkpoint 6 — Polishing and Getting Ready to Present

Mini-goal: Prepare a final copy and a simple way to share your mini editorial.

Guided discussion: After revising the ideas and organization, it is time to polish your writing. This stage is called editing. Check your spelling, punctuation, capitalization, and sentence boundaries. Read your editorial aloud softly; if you run out of breath, a sentence might be too long. Replace repeated words with synonyms where appropriate, but keep language simple and clear.

Next, prepare to present or share. You might read your editorial aloud, record a short video (if allowed), post it on a class board, or display it on manila paper or a slide. Think about your audience again. How can you read or present your text so that your voice, face, or visual design supports your message? Even if you are shy, you can practice reading with a steady pace and a clear voice.

Finally, reflect on the process. Ask yourself: “What part of writing this editorial was hardest? What part was most enjoyable?” Understanding your own process helps you become more confident for future writing tasks. Remember, your mini editorial is not only an assignment; it is your voice speaking about an issue that matters.

Real-life tie-in: Presenting ideas clearly is important in meetings, interviews, and community events. A well-prepared editorial, even a short one, is good practice for real-life communication where your words can influence decisions.

Mini-summary: Editing and presenting turn a revised draft into a finished piece ready for an audience. They show that you respect both your message and your readers or listeners.

1. Name one small editing change you can make to improve your editorial (for example, fix spelling, shorten a sentence, or add a transition word).
   Show Answer

   Sample: “I will change ‘alot’ to ‘a lot’ and add ‘For example,’ at the start of my second reason.”
2. How do you plan to share or present your editorial (reading aloud, posting on the wall, slide, etc.)?
   Show Answer

   Answers will vary; teacher can encourage clear, simple presentation methods based on available time and materials.
3. In one or two sentences, describe one thing you are proud of in your mini editorial.
   Show Answer

   Answers will vary. Encourage learners to notice specific strengths like a clear claim, strong example, fair tone, or creative hook.

💡 Example in Action

1. Example 1 – From Topic to Claim
   Topic: “School cleaning program.” Turn this topic into a clear claim for an editorial aimed at students.
   Show Answer

   Sample claim: “All Grade 8 students should join a weekly 15-minute clean-up drive so our classrooms and hallways stay safe and welcoming for everyone.”
2. Example 2 – Writing a Hook
   Issue: “Noise in the classroom.” Write a possible hook sentence.
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   Sample: “Have you ever tried to solve a math problem while your classroom sounds like a marketplace?”
3. Example 3 – Adding Evidence
   Draft sentence: “Many students are stressed.” Add a statistic to make it stronger.
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   Sample: “In a survey of our class, 18 out of 25 students said they feel stressed at least three times a week because of heavy schoolwork.”
4. Example 4 – Softening Biased Language
   Biased sentence: “Only lazy parents skip school meetings.” Rewrite this as a fairer sentence.
   Show Answer

   Sample: “Some parents are not able to attend school meetings because of work schedules or transportation problems, but schools and families can look for ways to communicate more effectively.”
5. Example 5 – Short Mini Editorial Model
   Read this short model (about 150 words):
   “Our school should create a ‘Quiet Reading Friday’ once a month for all Grade 8 sections. Many students say they want to read more but cannot find the time. In a simple survey in our class, 70% of learners admitted they read only when a teacher requires it. A regular reading Friday would give us protected time to explore books we actually enjoy. Teachers could also recommend texts that support different subjects. Some might worry that this will reduce lesson time, but stronger reading skills will help us in all subjects, not just English. We are asking the school to try this plan for one quarter and gather feedback from students and teachers. If we truly believe that reading is important, we should show it in our schedule, not only in posters on the wall.”
   What makes this mini editorial effective?
   Show Answer

   Possible points: clear claim and audience; statistic from a simple survey; explanation of benefits; fair mention of a concern; respectful tone; simple call to action asking the school to try the plan and collect feedback.

📝 Try It Out

Use these tasks to build your own mini editorial step by step. Work in your notebook, then compare with the suggested answers.

1. Choose your topic and audience. Write:
   a) Topic: ___________
   b) Audience: ___________
   Show Answer

   Answers will vary. Teacher can guide learners to pick topics that are specific enough for a short editorial and audiences they can realistically address.
2. Write your claim as one clear sentence you could use in your introduction.
   Show Answer

   Look for a sentence that expresses what should be done or believed and can be supported with reasons (for example, “Our barangay should provide more trash bins along the main road to reduce litter and flooding.”).
3. Brainstorm at least three reasons that support your claim.
   Show Answer

   Answers will vary. Teacher can check that reasons are distinct (not just rephrased) and clearly connected to the claim.
4. For two of your reasons, suggest one type of evidence you can use for each (statistic, example, or expert opinion).
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   Sample: Reason 1 – Evidence: short class survey (statistic). Reason 2 – Evidence: quotation from a teacher, nurse, or community leader (expert opinion).
5. Draft a hook sentence for your introduction, then write your claim immediately after it.
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   Teacher can look for hooks that connect directly to the issue and claims that follow logically, without too many extra words.
6. Write one body paragraph (4–6 sentences) that explains one reason and includes at least one piece of evidence.
   Show Answer

   Answers will vary. The paragraph should state the reason, include an example or statistic, and explain how it supports the claim.
7. Write a second body paragraph that mentions one concern or opposing view and responds to it fairly.
   Show Answer

   Sample structure: “Some people worry that… However…” The response should respect concerns and then explain why the claim still makes sense.
8. Draft a conclusion of 2–3 sentences that reminds readers of your claim and includes a call to action.
   Show Answer

   Sample: “In conclusion, [restate claim]. If we want [goal], we should [specific action], starting with [small step].”
9. Using the four main criteria, write one sentence of self-evaluation for each (for example, “My claim is clear because…”, “My evidence could be stronger if…”).
   Show Answer

   Teacher can encourage honest reflection and notes that point to specific parts of the draft (not general comments like “It’s okay.”).
10. Based on your self-evaluation, make at least two changes to your draft (add evidence, clarify a sentence, improve tone, or adjust organization).
    Show Answer

    Answers will vary. The important part is that learners can explain what they changed and why, using the criteria as a guide.

✅ Check Yourself

Use these items to review the key ideas for planning, drafting, and revising your own opinion editorial.

1. (Multiple Choice) Which step comes first when writing a mini editorial?
   a) Editing spelling and punctuation
   b) Choosing a topic, audience, and claim
   c) Designing the poster
   d) Adding emojis and decorations
   Show Answer

   Correct answer: b).
2. (Multiple Choice) Which of the following is the best example of a clear claim?
   a) “Our school is nice.”
   b) “Students have many problems.”
   c) “The school should improve its counseling services to support students’ mental health.”
   d) “I feel tired.”
   Show Answer

   Correct answer: c).
3. (True/False) Brainstorming is only for creative writers and is not needed for opinion editorials.
   Show Answer

   False. Brainstorming helps all writers explore ideas and reasons before choosing the best ones for an editorial.
4. (Multiple Choice) Which part usually includes the call to action?
   a) Introduction
   b) Body paragraph
   c) Conclusion
   d) Title
   Show Answer

   Correct answer: c).
5. (Short Answer) What is one reason it is important to think about your audience when writing an editorial?
   Show Answer

   Sample: Because knowing your audience helps you choose the right tone, examples, and level of formality so your message is more convincing and respectful.
6. (Multiple Choice) Which sentence shows precision?
   a) “Some people are affected by this.”
   b) “Many students are kind of stressed.”
   c) “About 30 Grade 8 students shared that they sleep less than six hours on school nights.”
   d) “This problem is big.”
   Show Answer

   Correct answer: c).
7. (True/False) Fairness means you must agree with all opposing views.
   Show Answer

   False. Fairness means you present other views honestly and respectfully, even if you still disagree.
8. (Short Answer) Why is a simple outline helpful before drafting?
   Show Answer

   Because it organizes your hook, claim, reasons, evidence, and conclusion so you do not forget important points or repeat ideas.
9. (Multiple Choice) Which pair of steps is in a logical order?
   a) Edit first, then draft
   b) Draft first, then revise and edit
   c) Present first, then write
   d) Evaluate first, then choose a topic
   Show Answer

   Correct answer: b).
10. (True/False) Peer feedback should focus on the writer’s personality, not the writing.
    Show Answer

    False. Peer feedback should talk about the writing (claim, evidence, tone, organization), not attack or judge the person.
11. (Short Answer) Give one example of a respectful feedback sentence you could say about a classmate’s editorial.
    Show Answer

    Sample: “I liked how your hook made me imagine the situation; maybe you can add one more example to support your second reason.”
12. (Multiple Choice) Which combination best describes a well-prepared mini editorial?
    a) No outline, no revision, strong emotions only
    b) Clear claim, good evidence, fair tone, and revised organization
    c) Very long paragraphs with repeated ideas
    d) Many decorations but no clear message
    Show Answer

    Correct answer: b).
13. (Short Answer) What is one thing you should check during the editing stage?
    Show Answer

    Examples: spelling, punctuation, capitalization, grammar, sentence boundaries, or repeated words.
14. (Short Answer) How can presenting your editorial (reading or sharing it) help you grow as a communicator?
    Show Answer

    Sample: It helps you practice speaking clearly, builds confidence, and shows you how real listeners react to your ideas.
15. (Reflection Check) Which part of the writing process—choosing a topic, drafting, revising, or presenting—do you want to improve most, and what is one step you will take to get better?
    Show Answer

    Answers will vary. Teacher can encourage specific plans such as “I will spend more time outlining” or “I will ask a classmate to check my tone.”

🚀 Go Further (optional)

1. Mini Editorial Wall – Compile printed or handwritten copies of students’ mini editorials on a bulletin board.
   Show Answer

   Teacher guidance: Choose or rotate a few editorials each week. Invite learners to read and leave sticky-note comments that focus on strengths and respectful suggestions.
2. Podcast-Style Reading – Record short audio or video clips of students reading their editorials aloud (if allowed by school rules).
   Show Answer

   Teacher guidance: Give tips on pacing and clarity. Use the recordings in a listening station or class blog, reminding learners to protect privacy when needed.
3. Family or Community Share – Encourage learners to share a revised version of their editorial with a family member or community leader.
   Show Answer

   Teacher guidance: Provide a simple script or cover note. You may ask learners to write a short reflection on how their audience reacted.
4. Editorial Revision Challenge – Ask learners to choose one earlier draft from Days 1–3 (for example, a practice paragraph) and transform it into a stronger editorial using the full writing process.
   Show Answer

   Teacher guidance: Have students highlight the changes they made, linking them to specific criteria (claim, evidence, fairness, organization).
5. Issue Tracker – Invite learners to keep a small notebook or digital list of issues they notice in news, community, or school life.
   Show Answer

   Teacher guidance: Use this list as a source of future editorial topics or speaking tasks, building a habit of observing and thinking critically about real-world problems.

🔗 My Reflection

Notebook prompt:

This week you learned to understand, evaluate, and finally write opinion editorials. Think about the mini editorial you created today. What did you discover about your own voice as a writer and reader of opinions? Describe one strength you noticed, one challenge you faced, and one goal you have for your next piece of persuasive writing.

Show Answer

Teacher note: Invite volunteers to share reflections. Connect their insights to lifelong skills: speaking up about issues, listening to other views, and using evidence and respectful language in discussions.

Lesson Tools

• 🎯 Learning Goals
• 🧩 Key Ideas & Terms
• 🔄 Quick Recall / Prior Knowledge
• 📖 Explore the Lesson
• 💡 Example in Action
• 📝 Try It Out
• ✅ Check Yourself
• 🚀 Go Further
• 🔗 My Reflection