Today you will turn your rough prewriting into a clear plan for an opinion editorial on global inequality in Asia and Africa. You will learn how to group ideas, arrange reasons and evidence, and design an outline that supports SDG 10 and SDG 16. Step by step, you will shape your introduction, body paragraphs, and conclusion so they work together. By the end of the lesson, you will hold a practical roadmap that can guide you confidently into drafting.
🎯 Learning Goals
By the end of the lesson, you will be able to:
- Organize prewriting notes into a clear outline with an introduction, at least two body points, and a conclusion.
- Match each body point about inequality to appropriate evidence and an SDG connection in a planning chart.
- Write a short paragraph plan that states your focused opinion, main reasons, and intended call to action for readers.
🧩 Key Ideas & Terms
- Structure – the way parts of a text are arranged so ideas flow logically.
- Outline – a written plan that lists the sections and main points of a text in order.
- Introduction – the opening part of an editorial that hooks readers and states the focused opinion.
- Body paragraph – a paragraph that develops one main reason or idea, supported by evidence.
- Conclusion – the final part that sums up ideas and leaves readers with a clear message or call to action.
- Topic sentence – the sentence that states the main idea of a paragraph.
- Logical order – an arrangement of ideas that makes sense and is easy for readers to follow.
- Transition words – words or phrases that connect ideas (for example, “first,” “however,” “as a result”).
- Call to action – a statement that tells readers what you want them to think, feel, or do after reading.
- Planning chart – a simple organizer that links reasons, evidence, and SDG connections before drafting.
🔄 Quick Recall / Prior Knowledge
Before planning your editorial, recall what you decided in your prewriting from Days 1 and 2.
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What focused inequality topic did you choose (for example, digital gaps, teacher shortages, or barriers for girls)?
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Your answer will depend on your prewriting. It should name a specific inequality, a group affected, and – if possible – a place or region in Asia or Africa.
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Write your current focused opinion sentence in your notebook.
Show Answer
A strong opinion sentence clearly states what should change and who should act. For example: “Governments and communities must invest in safe, well-equipped rural schools so that learners are not left behind in global education.”
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List at least two kinds of evidence you planned to use.
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Examples: statistics from reports, a short story about a learner, a quote from a teacher or community leader, or a comparison between two schools or regions.
📖 Explore the Lesson
Work carefully through each checkpoint. Use your notebook to build a complete plan for your opinion editorial.
Checkpoint 1: Seeing the Shape of an Opinion Editorial
Mini-goal: Understand the basic structure of an opinion editorial and why each part matters.
Most strong opinion editorials follow a clear structure. They open with an introduction that catches the reader’s attention, presents the global problem, and states the writer’s focused opinion. Then they move into two or three body paragraphs where each paragraph develops one main reason with supporting evidence. Finally, they end with a conclusion that reminds readers of the main idea and offers a powerful call to action.
Think of this structure as a bridge that carries your readers from confusion to understanding. If one part is missing, the bridge becomes weak. An introduction without a focused opinion leaves readers unsure what you believe. Body paragraphs without evidence sound like complaints instead of arguments. A conclusion without a call to action may leave readers interested but unsure what to do next.
This structure is especially important when you write about global inequality. Your readers may already see many news stories about Asia and Africa. To stand out, your editorial needs a clear pathway that guides them from the problem you describe to the action you propose. The structure does not limit your creativity; instead, it gives you a strong frame to decorate with your own voice, examples, and SDG connections.
In your notebook, sketch a simple three-part diagram labeled Introduction, Body, and Conclusion. Under each part, list what you expect it to do in your editorial about inequality. This diagram will be your map as you move through the next checkpoints.
Mini-summary: An opinion editorial usually has an introduction with a focused opinion, body paragraphs with reasons and evidence, and a conclusion with a call to action. This structure guides readers through your message about inequality.
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Why is an introduction more than just “the first paragraph” of your editorial?
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Because it has important jobs: to hook readers, introduce the global problem, and clearly state your opinion so people know what to expect.
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How can a strong conclusion help your editorial support SDG 10 or SDG 16?
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A strong conclusion can clearly connect your message to reducing inequality or building peace and justice and can invite readers to support specific actions that move these goals forward.
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On your three-part diagram, write one phrase for what each part will do in your own editorial.
Show Answer
Sample notes: Introduction – “present inequality problem and opinion”; Body – “give two or three reasons with evidence”; Conclusion – “summarize and call readers to act.”
Checkpoint 2: From Idea Lists to Organized Reasons
Mini-goal: Group your prewriting ideas into clear reasons that can become body paragraphs.
On Day 2 you created lists, charts, or webs filled with ideas about inequality. Now it is time to organize those notes. Look back at your prewriting page. You may see causes, effects, examples, emotions, SDG connections, and possible solutions all mixed together. Your job is to sort these ideas into two or three main reasons that will each become a body paragraph.
Start by circling or highlighting ideas that seem closely related. For example, notes about “long walks to school,” “unsafe roads,” and “no transport” might belong to a reason about access. Notes about “few teachers,” “no internet,” and “old textbooks” might belong to a reason about quality of learning. When you have a cluster of related ideas, decide what they all show. This becomes the core of your body paragraph.
In your notebook, draw a simple table with three columns labeled Reason 1, Reason 2, and Reason 3. For each column, write a short sentence that describes a reason your readers should care about your chosen inequality. Then list the supporting details from your prewriting underneath. Do not worry yet about the exact wording; simply capture the main point for each column.
Grouping your ideas like this helps you notice if any reason is weak or repeated. If two columns say almost the same thing, combine them. If one column seems empty, you might look back at your prewriting for more notes or decide to drop that reason. By the end of this checkpoint, you should have a clear sense of the main points your editorial will develop.
Mini-summary: Organizing your notes into two or three strong reasons turns a messy idea list into a clear plan for body paragraphs that support your opinion.
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How many main reasons do you think your editorial will need, and why?
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Most opinion editorials at this level work well with two or three main reasons. This number allows you to explain each reason with enough evidence without making the text too long.
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Look at your Reason 1 column. What type of inequality does it focus on?
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Your answer might be “access to school,” “quality of teaching,” “economic barriers,” “gender discrimination,” or another specific inequality connected to Asia or Africa.
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Which reason currently seems strongest, and what makes it strong?
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A strong reason usually has several clear supporting details, possible evidence, and a direct connection to SDG 10 or SDG 16.
Checkpoint 3: Matching Reasons with Evidence and SDG Links
Mini-goal: Create a planning chart that links each reason to evidence and an SDG connection.
Once your reasons are clear, you need to decide how to support each one. Readers will ask, “How do you know this is true?” Your planning chart will answer that question. For each reason, you will choose at least one piece of evidence and one way to mention SDG 10 or SDG 16.
In your notebook, draw a new table with four headings across the top: “Reason,” “Evidence (facts or examples),” “SDG connection,” and “Notes for explanation.” In the first column, copy your main reasons. In the second column, list the evidence you already have or plan to find. This might be a statistic, a real or imagined case study, or a comparison between two communities in Asia or Africa.
In the third column, write how the reason links to one or both SDGs. For example, if your reason is “Rural schools lack digital tools,” your SDG connection could be: “SDG 10 – technology inequality keeps poor learners from joining the global digital community.” If your reason is “Unsafe journeys keep girls from attending school,” your SDG link might mention both reduced inequalities and peaceful communities under SDG 16.
Use the fourth column for brief notes about how you will explain the reason in your own words. You might jot phrases like “describe long walk,” “contrast two classrooms,” or “link to future jobs and peace.” These notes will later help you write smooth paragraphs instead of jumping from fact to fact.
Mini-summary: A planning chart connects each main reason to specific evidence and a clear SDG link, preparing you to write body paragraphs that are both convincing and globally aware.
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Choose one reason from your chart. What evidence did you pair with it?
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Your answer might mention a specific statistic, a short story about a learner, or a description of unequal school conditions in Asia or Africa.
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For the same reason, how did you decide whether to connect it to SDG 10, SDG 16, or both?
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You might connect it to SDG 10 if it focuses on unfair gaps between groups, and to SDG 16 if it also affects peace, justice, or trust in institutions.
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Which row of your planning chart feels least complete, and what could you add to improve it?
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You might say that one reason lacks strong evidence or a clear SDG link and that you need to research a new fact, choose a better example, or sharpen the explanation.
Checkpoint 4: Designing an Effective Introduction
Mini-goal: Plan how your introduction will hook readers and present your focused opinion.
Many readers decide whether to continue or stop reading after the first few lines of an editorial. That is why your introduction needs a strong plan. A good introduction often includes three elements: a hook, some brief context about the global problem, and a clear focused opinion.
Your hook might be a short story, a question, or a surprising fact. For example, you could begin with a snapshot of a learner in a rural Asian or African community who walks long distances to a crowded classroom without electricity. Or you could ask, “What would you do if you had to choose between safety and schooling every day?” This first part should invite readers to imagine the inequality you are writing about.
Next, in one or two sentences, place your example in a wider context. Show readers that your story is part of a larger pattern of global inequality linked to SDG 10 and SDG 16. Finally, state your focused opinion clearly. Avoid vague phrases like “something should be done.” Instead, name who should act and what they should change.
In your notebook, create a three-line plan labeled Hook, Context, and Opinion. Under each label, write a sentence or a short note. You do not need perfect wording yet; you are simply giving your future self a script to follow when you draft the full introduction.
Mini-summary: A planned introduction with a hook, context, and focused opinion draws readers into your editorial and shows them exactly what inequality issue you will discuss.
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What type of hook did you choose for your introduction, and why?
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You might choose a story because it creates emotion, a question because it invites readers to think, or a statistic because it surprises readers with clear evidence.
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How will you mention SDG 10 or SDG 16 in the context part of your introduction?
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For example, you might write that your example shows how your community is still far from achieving SDG 10 on reduced inequalities or SDG 16 on peaceful, just societies.
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Read your opinion sentence aloud. Does it clearly show who should act and what they should do?
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If your opinion sentence still feels vague, you may need to add a subject (such as “local leaders” or “national governments”) and a clear action verb (such as “must invest,” “should protect,” or “need to provide”).
Checkpoint 5: Planning Coherent Body Paragraphs
Mini-goal: Create paragraph plans with topic sentences, evidence, and short explanations.
With your reasons and evidence chart ready, you can now design each body paragraph. A strong body paragraph usually follows this pattern: topic sentence, explanation, evidence, and a short link back to your opinion or SDG connection. Planning these parts before drafting keeps your writing focused.
Choose one reason from your chart. In your notebook, write a topic sentence that clearly states that reason. For example: “First, rural learners are left behind because their schools lack safe buildings and basic resources.” Beneath this sentence, write notes for how you will explain the idea, such as “describe leaking roofs and crowded rooms.” Then list the evidence you will include, like a statistic or an example from a real community. Finally, jot a note for a linking sentence that shows how this problem connects to SDG 10 or SDG 16 and supports your opinion.
Repeat this planning process for each additional body paragraph. Use arrows or numbering to decide the best order. You might start with the most familiar reason, build to the most powerful one, or arrange them in a cause–effect sequence. Think about how readers will experience your argument as they move from paragraph to paragraph.
Mini-summary: Planning your body paragraphs with topic sentences, evidence, and SDG links ensures that each paragraph has a clear job in supporting your opinion about inequality.
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Which body paragraph do you plan to place first, and why?
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You might choose the reason that is easiest to understand, the one that introduces the problem, or the one that creates the strongest emotional connection.
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Read one of your topic sentences. Does it match the evidence you plan to use?
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If the topic sentence promises something your evidence does not support, you may need to adjust either the sentence or the evidence so they fit together logically.
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What transition words could you use to move from one body paragraph to the next?
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Examples: “First,” “Another reason,” “In addition,” “Moreover,” “On the other hand,” “Finally.” Choose transitions that show the relationship between your ideas.
Checkpoint 6: Shaping a Powerful Conclusion and Call to Action
Mini-goal: Plan a conclusion that reminds readers of your message and invites them to act.
A conclusion is more than a simple summary. It brings your ideas together and gives readers a final push toward change. In an opinion editorial about global inequality, your conclusion should return to your hook or main image, restate your opinion in fresh words, connect again to SDG 10 or SDG 16, and end with a clear call to action.
Look at your introduction plan. If you began with a story about a learner, think about how that learner’s situation might change if your suggestions were followed. You can refer to this image again in your conclusion to show hope or urgency. Then, in one or two sentences, remind readers of your main reasons without repeating the exact phrases used earlier.
Now plan your call to action. Ask yourself: “What do I want my readers to do after reading?” You might ask school leaders to review policies, community members to support certain programs, or young people to speak up about inequality. Your call to action should be realistic for your audience but also challenging enough to inspire change.
In your notebook, write a three-part conclusion plan: “Return to hook,” “Restate opinion and reasons briefly,” and “Call to action.” Under each part, note phrases or sentences you might use. This plan will make it easier to draft a conclusion that feels strong and purposeful.
Mini-summary: A planned conclusion revisits your opening image, restates your opinion, links again to SDG 10 or SDG 16, and leaves readers with a clear, realistic call to action.
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How will your conclusion connect back to the hook in your introduction?
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You might revisit the learner, question, or statistic you used at the beginning and show how your suggested actions could change that situation.
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Who is the main group you are calling to act, and what exactly are you asking them to do?
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Your answer might name school administrators, local officials, classmates, or community organizations and describe one or two specific actions such as funding programs, improving facilities, or raising awareness.
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In one sentence, write how your call to action supports SDG 10 or SDG 16.
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Example: “If leaders follow this call and invest fairly in rural schools, we will move closer to SDG 10’s goal of reduced inequalities and SDG 16’s vision of peaceful, just societies.”
💡 Example in Action
Review these worked examples to see how a complete plan for an opinion editorial on inequality might look.
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Sample Focused Topic and Opinion
Topic: Barriers to secondary education for rural girls in a region of Africa.
Opinion: ?Show Answer
Sample opinion: “Governments and communities must remove financial and safety barriers so that rural girls can complete secondary school and help build peaceful, equal societies.”
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Sample Reason–Evidence–SDG Row
Reason: Many rural girls must travel long, unsafe routes to school.
Planning task: Choose evidence and an SDG connection.Show Answer
Evidence: A report shows that in some areas, girls walk more than 10 kilometers on roads without lighting. SDG link: SDG 10 (Reduced Inequalities) because unsafe routes limit girls’ access to education, and SDG 16 (Peace, Justice and Strong Institutions) because safe infrastructure and protection are part of peaceful, just societies.
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Sample Introduction Plan
Hook, context, opinion.Show Answer
Hook: “Before the sun rises, Amina ties her shoes and begins a lonely two-hour walk to school.” Context: “Her story is repeated in villages across Africa and Asia where global inequality still blocks the path to education.” Opinion: “Leaders must make secondary education safe and accessible for rural girls if we are serious about SDG 10 and SDG 16.”
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Sample Body Paragraph Plan
Topic sentence, evidence, explanation, link.Show Answer
Topic sentence: “First, long and unsafe journeys force many rural girls to miss or leave school.” Evidence: statistic about distance and reports of harassment. Explanation: describe fear and exhaustion. Link: “By protecting girls on their way to school, we reduce inequality and move closer to peaceful communities.”
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Sample Conclusion Plan
Return to hook, restate opinion, call to action.Show Answer
Return: “No girl should have to choose between fear and a future, as Amina does each morning.” Restate: “If we want fair and peaceful societies, rural girls must not be left behind.” Call to action: ask local and national leaders to fund safe transport and community watch programs.
📝 Try It Out
Use these tasks to strengthen your own editorial plan. Answer in your notebook before checking the suggested answers.
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Draw a three-part diagram for your editorial (Introduction, Body, Conclusion) and write one sentence under each part describing its job.
Show Answer
Your diagram should show that the introduction hooks and states your opinion, the body explains reasons with evidence, and the conclusion reminds readers of your message and calls them to act.
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From your prewriting, choose three ideas that belong together. Write a short label for the reason they support.
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Example: “long distances,” “unsafe roads,” and “no transport” could all support the reason “Rural learners struggle to reach school safely.”
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Complete a mini planning chart for one body paragraph with columns for Reason, Evidence, and SDG link.
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Your chart might show Reason: “digital gaps,” Evidence: statistic about internet access in rural areas, SDG link: “SDG 10 – unfair technology gaps keep some learners out of digital learning.”
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Write a possible hook for your introduction about your chosen inequality.
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A good hook is specific and vivid, for example: “In one crowded classroom, forty students share a single phone to access online lessons.”
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Draft a focused opinion sentence that names who should act and what they should do.
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Example: “Our local government must provide reliable internet and training for rural schools so learners are not shut out of the digital world.”
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Write topic sentences for two body paragraphs based on different reasons in your chart.
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Each topic sentence should present one clear reason, such as “First, unequal access to technology makes it almost impossible for rural learners to keep up with online lessons.”
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List at least three transition words or phrases you might use in your editorial.
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Examples: “To begin with,” “In addition,” “However,” “As a result,” “Finally.”
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Write one sentence that could appear near the end of your conclusion as a call to action.
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Example: “We urge school leaders and local officials to review their budgets and put rural learners first in every decision.”
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Explain in a few lines how your planned editorial supports SDG 10 or SDG 16.
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Your explanation should show how your suggestions reduce unfair gaps or help build peaceful, just communities where young people have real opportunities.
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On a fresh page, write a short paragraph that summarizes your entire plan: topic, opinion, main reasons, and target readers.
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The summary might read: “I will write an editorial about digital inequality in rural Asian schools. I believe local leaders must provide internet access and teacher training. My reasons focus on learning gaps, job opportunities, and peace. I am writing mainly to school officials and young readers who can speak up.”
✅ Check Yourself
Use this self-check to confirm you understand how to plan and organize your editorial.
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Multiple-choice: Which list shows the best basic order for an opinion editorial?
a) Conclusion, body, introduction
b) Introduction, body, conclusion
c) Body, conclusion, introduction
d) Hook, call to action, opinionShow Answer
The correct answer is b).
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Short answer: What is the main job of a topic sentence in a body paragraph?
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It states the main idea or reason that the paragraph will develop, guiding readers about what to expect.
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Multiple-choice: Which of the following would most likely be part of a call to action?
a) “I have finished my editorial.”
b) “This problem has existed for many years.”
c) “We must demand fair funding for rural schools now, not later.”
d) “Once upon a time, there was a village.”Show Answer
The correct answer is c).
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Short answer: Why is it useful to connect each body reason to an SDG in your planning chart?
Show Answer
Because it shows how your local examples relate to global goals, which strengthens your argument and reminds readers that your issue is part of a larger effort to reduce inequality and build peace.
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Multiple-choice: Which sentence is the best hook for an editorial on global inequality?
a) “This editorial is about inequality.”
b) “Inequality has many causes.”
c) “While some students in our city study with fast Wi-Fi, others climb a hill just to find a signal.”
d) “I am going to talk about schools.”Show Answer
The correct answer is c).
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Short answer: What is one danger of planning too many reasons for your editorial?
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You may not have enough space to explain each reason well, making your argument shallow and confusing.
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Multiple-choice: Which best describes a logical order for reasons?
a) Random order based on what you remember first.
b) An order that is easy for you to write, even if confusing.
c) An order that helps readers move from basic ideas to stronger or more complex ideas.
d) Alphabetical order of words.Show Answer
The correct answer is c).
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Short answer: Write one transition phrase you could use to introduce your final reason.
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Examples include “Most importantly,” “Finally,” or “Above all.”
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Multiple-choice: Which part of your plan should clearly show who you are writing to?
a) Hook
b) Body paragraph 2
c) Target readers and purpose section
d) Topic sentenceShow Answer
The correct answer is c).
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Short answer: How can revisiting your hook in the conclusion make your editorial more powerful?
Show Answer
It creates a sense of unity and reminds readers of the situation or image that first caught their attention, now seen in a new light after your argument.
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Multiple-choice: Which pair correctly matches part of the editorial with its main question?
a) Introduction – “What actions should readers take now?”
b) Body – “What story will surprise readers?”
c) Conclusion – “What do I want readers to remember and do?”
d) Outline – “How can I decorate my pages?”Show Answer
The correct answer is c).
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Short answer: Why is it important to keep your focused opinion in mind while planning every section?
Show Answer
It keeps your ideas aligned so that the hook, reasons, evidence, and conclusion all support the same message instead of pulling in different directions.
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Multiple-choice: Which statement about planning is true?
a) Planning is a waste of time if you already know your topic.
b) Planning helps you draft faster and more clearly because many decisions are made ahead of time.
c) Planning is only for professional writers.
d) Planning means you can never change your ideas later.Show Answer
The correct answer is b).
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Short answer: Write one sentence that explains how your editorial plan today will help you when you begin drafting on the next day.
Show Answer
Sample answer: “My plan gives me a clear order for my introduction, reasons, evidence, and conclusion, so when I start drafting I can focus on choosing the best words instead of deciding what to say.”
🚀 Go Further
Use these optional activities to deepen your planning, or adapt them for extended class work.
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Swap planning charts with a partner and ask one clarifying question about each other’s reasons.
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Teacher guidance: Model respectful questions such as “Can you explain how this reason connects to SDG 16?” or “What example will you use here?”
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Turn your outline into a set of numbered speaking notes for a short oral presentation.
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Teacher guidance: Invite learners to rehearse presenting their planned editorial, focusing on clear order and strong calls to action.
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Choose one body paragraph from your plan and draft a full paragraph, then highlight each part (topic sentence, evidence, explanation, link) in different colors.
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Teacher guidance: Use the color-coding to check whether each paragraph contains all key elements and flows logically.
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Search for a real opinion editorial on a global issue and create a quick outline of its structure.
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Teacher guidance: Ask learners to identify introduction, reasons, evidence, and call to action, then compare this structure with their own plans.
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Keep a “structure checklist” at the back of your notebook to use when planning any future piece of opinion writing.
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Teacher guidance: Encourage learners to include items such as hook, focused opinion, clear reasons, evidence, transitions, SDG links (when relevant), and a call to action.
🔗 My Reflection
Notebook task: In 6–8 sentences, reflect on your planning work today.
- Which part of your editorial plan (introduction, body, or conclusion) feels strongest right now? Why?
- Where do you still feel unsure, and what could help you improve that part?
- How has planning changed the way you feel about drafting your opinion editorial on global inequality?
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