What's Your Opinion?
Students will be able to identify, state, and support opinions.
Introduction (30 minutes)
- Write the words "fact" and "opinion" on the board.
- Ask students to share what they think each of the words mean.
- Explain that a fact is a true statement, while an opinion is a personal belief. Facts can be proven, but opinions cannot. This is why most facts are supported by proof, whereas most opinions are supported by specific reasons. Write these notes underneath their respective terms.
- Begin an activity called "It's in the Bag" by putting the fact and opinion strips into the paper bag. While doing so, go over the activity's instructions: Each student will come up to the front of the class, pull out a strip, and read it aloud. The student will then identify whether the strip is a fact or an opinion and provide a reason for his answer.
- Have students complete the activity one by one. If a student identifies his strip incorrectly, ask him to try again and give a reason for the opposite answer.
Explicit Instruction/Teacher Modeling (10 minutes)
- On the board, draw a large chart with four boxes labeled, from top to bottom, "Opinion," "Reason #1," "Reason #2," and "Reason #3." (Use the opinion chart for reference.)
- Write an opinion in the "Opinion" box, e.g. "Ice cream is a great dessert."
- As a class, brainstorm three supporting reasons for your opinion and write them down in their respective boxes.
Guided Practice/Interactive Modeling (15 minutes)
- Distribute an opinion chart to each student.
- Have students fill in their charts with opinions of their choice.
- Walk around and check to make sure that their opinions are appropriate and correctly written.
- Ask them to each to write down three supporting reasons for their opinion. They can use the organizer on the board as a guide.
- As they work, circulate the room and provide assistance when needed.
Independent Working Time (15 minutes)
- Have students use the back of their sheets to write a paragraph in which they state their opinions and support them with three reasons.
- Collect the sheets at the end of the exercise.
- Enrichment: Advanced students can be asked to provide four supporting reasons instead of three during Guided Practice.
- Support: Struggling students can be given hints over the course of the lesson. Guide them towards the correct answer during their turn for It's in the Bag, and help them with developing supporting reasons for their opinion charts.
A document camera can be used to display sentence strips during It's in the Bag.
Assessment (10 minutes)
- Observe students as they work and make mental notes of any common difficulties that arise.
- Look over your students' opinion charts and paragraphs later to assess their comprehension of the lesson topic.
Review and Closing (10 minutes)
- Review the definitions of fact and opinion.
- Allow volunteers to come up and play a few more rounds of It's in the Bag.