Lesson Plan:

Read the Sign: Fact or Opinion?

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March 7, 2017
by Bruce Cabell
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March 7, 2017
by Bruce Cabell

Learning Objectives

Students will write a fact or opinion.

Lesson

Introduction (5 minutes)

  • Gather students together.
  • Tell students that today, they'll be reviewing facts and opinions and practicing writing their own on index cards.
  • Ask for volunteers to tell you what a fact is. After some discussion, define a fact as a piece of information that is true and is supported by evidence.
  • Call on different students to tell you what they think an opinion is. After a few answers, define an opinion as what someone believes or feels about something.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Hold up your FACT/OPINION sign to show your class. Explain that you'll use this sign to show the class whether each statement you read is a fact or an opinion.
  • Read a few facts and opinions from your index cards aloud to the class. After each one, hold up your sign to label it as either FACT or OPINION. Explain your decision. For example, tell your students that the words "I like..." or "...my favorite" are clues that the statement is an OPINION.
  • After modeling how to label a few examples, take any questions your students may have.

Guided Practice/Interactive Modeling (10 minutes)

  • Tell your students it's their turn to classify facts and opinions.
  • Pass out a FACT/OPINION sign to each student.
  • Explain that when you read a statement, they’ll need decide if it's a fact or opinion. Once they've decided how the statement should be classified, they'll hold up the sign to label it FACT or OPINION.
  • Read one at a time. When students hold up their signs, do a quick check. For each statement, choose one or two students to share the reason behind their classification.
  • Continue until you've gone through all of the index cards. Take any questions that your students may have.

Independent Working Time (15 minutes)

  • Before working independently, ask students if they understand the difference between a fact and an opinion.
  • Give each student a large index card and instruct them to write a fact on one side of the card, and an opinion on the other side of the card.
  • Instruct your students to take out a pencil and begin working.

Extend

Differentiation

Enrichment

Support

  • Give students who need additional support a short list of facts and opinions. They can choose statements to write on their index cards instead of coming up with their own.

Review

Assessment (15 minutes)

Measuring understanding and assessment can be observed and completed during independent work time and closing.

  • As students are working independently, walk around and check in with each student. Observe if students are writing their facts and opinions correctly. At times, ask, "What makes your sentence an opinion? What makes your sentence a fact?" Listen to their responses.
  • Record your observations.
  • If additional time is needed for assessment, make observations and notes during closing too.
  • Please note the 15 minutes listed for assessment is the time used during independent work time.

Review and Closing (10 minutes)

  • Divide class into groups of four.
  • Instruct each student to read their fact or opinion aloud to their group. Other students will hold up their sign labeling it as a FACT or OPINION.
  • Next, select three students to share their fact or opinion with the whole class, having the rest of the students hold up their signs.
  • To end the lesson, ask your students to define a fact and opinion.

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