Lesson Plan:

What's the Fact, Jack? Facts and Opinions

no ratings yet
March 7, 2017
by Bruce Cabell
Download lesson plan
Click to find similar content by grade or subject.
March 7, 2017
by Bruce Cabell

Learning Objectives

Students will be able to tell the difference between a fact and an opinion.

Lesson

Introduction (5 minutes)

  • Gather your class together to begin.
  • Tell your students that today they'll learn the difference between a fact and an opinion.
  • Ask your students if they know what a fact is. After some discussion, define a fact as a piece of information that is true and is supported by evidence.
  • Choose volunteers to tell you what they think an opinion is. After some guessing, define an opinion as what someone believes or feels about something.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Display the teacher-made Fact/Opinion T-chart so students can view it, using chart paper, an interactive whiteboard, a document camera, or a projector.
  • Introduce the chart. Remind students of the definitions of a fact and an opinion.
  • Give your class two sentence examples for each. Make sure you explain why each sentence is a fact or opinion.
  • When completed, ask students if they have any questions.

Guided Practice/Interactive Modeling (10 minutes)

  • Keeping the T-chart up, have students call out five sentences that are examples of facts and opinions.
  • Repeat one example at a time and ask a student if it is a fact or opinion. After the student responds, ask why.
  • If the answer is correct, list it under the corresponding Fact or Opinion column.
  • Continue until you have worked through all five examples. Then, answer any questions your students have.

Independent Working Time (15 minutes)

  • Before working independently, ask your students if they understand the difference between a fact and an opinion.
  • Pass out a copy of the It's Just My Opinion anchor chart to each student. Tell your students that they're going to read, cut, sort, and then glue each sentence under Fact or Opinion on their anchor charts.
  • Read through the sentence examples on the It's Just My Opinion anchor chart once. Then ask if there are any questions.
  • Instruct your students to take out a pencil, scissors, a glue stick or glue, and begin.
  • You may want to check each student's sorting before they glue under each column.

Extend

Differentiation

Enrichment

  • Allow advanced students to write their own facts and opinions. You can also have them complete the Fact or Opinion? You Decide! worksheet.

Support

  • Give students who need additional support sentence examples labeled as fact or opinion on the worksheet. Have these students sort them between the two columns.

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 sorting facts and opinions correctly. At times, ask, "What makes that sentence an opinion? What makes that 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 for assessment should be completed during independent work time.

Review and Closing (10 minutes)

  • Divide class into groups of four.
  • Tell groups that each student will choose and share one opinion or fact from their worksheet within their groups, explaining the reasoning behind their classification. Other students can share whether they agree or disagree (thumbs up or thumbs down).
  • Next, select three students to share one fact and opinion from their worksheet with class.
  • To end the lesson, ask students to define fact and opinion.

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely
Extremely likely