Lesson: Fact and Opinion

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Lesson Objective

Students will be able to identify facts and opinions in text.

Lesson Plan

5th Grade
RC 2.5 Fact and Opinion
Standard : 5.R.2.5
Distinguish facts, supported inferences, and opinions in text.
I. Desired Outcome
By the end of the lessons, students will be able to identify sentences in an essay as fact or opinion and support with logical reasoning.
II. Evidence of Learning
-participation during power point (day 1)
-Sample CST questions during power point (day 1)
-exit ticket after power point (day 1)
-partner work sorting sentences (day 2)
-independent identification and reasoning (day 2 or 3)
III. Opening the Lesson
A. Activity to open the lesson ideally:
 1. Motivates and engages students,
 2. Either assesses prior knowledge or explicitly builds on prior knowledge/life experiences/interests – for example, “Do Nowsâ€
 3. States the objective of the lesson.
B. How long will the opening take?
C. Consider Blooms Taxonomy/Ask good questions (Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation)
Day 1: Opening
Today we are going to practice a skill that is not only important for good readers, but is also important for all people to know when they watch T.V., talk to other people and read books, newspapers and magazines.   We are going to practice differentiating between fact and opinion. All good readers and thinkers should be able to identify statements as facts or opinions. 
If you aren’t able to tell the difference between a fact and opinion, you can easily be tricked by politicians, sales people, and just about anyone who does know the difference. 
Before we start our power point, I want you to open your reading notebooks and write down your own definitions for “fact†and “opinion.â€Â When we are done with our notes, you will go back to your predicted definitions and adjust or correct your thinking.
(7 minutes)
IV. Instruction and Modeling – What is the teacher doing?
A.What are you going to teach and how? (Will you provide relevant information, model thought processes, establish guides or graphic organizers, etcetera?)
B.How will you differentiate instruction? (small groups, guided math, guided reading, guided writing, literature circles, etc)
C..How long will each activity take?
D. Consider Blooms Taxonomy/Ask good questions (Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation)
E. Consider Newmann’s Rigor
Day 1: Power Point
Go through Fact and Opinion power point. Have students record definitions of fact and opinion in their reading notebooks as well as an example of each. Encourage student participation on different questions in power point.
At the end of the power point, have students record their 3 facts and opinions (last slide) on a paper to turn in. Use this exit ticket to check for comprehension.
Give students time to go back to their predicted definitions and alter their definitions or affirm if they were already correct.
(25 minutes)
V.Guided Practice – What are the students doing?
A.What will students do to interact and practice the subject matter? 
B. How will you differentiate instruction? 
C.What sorts of groupings will you use?
D.How long will each activity take?
Day 2: Sentence Sort
Review definitions and examples of fact and opinion.
Split students into groups of two. Give each partner set a copy of the Corgi report, “Height Challenged German Sheppard,†a pair of scissors, and a large piece of construction paper.
Have students fold large piece of paper into 3 equal columns. Students should label their papers as seen below:
Have students read the essay completely. Once they read it completely one time, have students cut out individual sentences and sort into the “Fact†or “Opinion†category on the large paper.
After most student pairs have their sentences sorted, regroup as a class and give students the chance to ask questions about the “unsure†statements. Let other students voice their ideas before guiding students to the correct category. 
Give students another 5 minutes to finish the sort. Check together as a class. Students should tell why they label each statement as a “fact†or “opinion.â€
(30 minutes)
VI. Independent Practice
Day 3: Independent Practice
Distribute “Cheetah†article and questions. Students will show what they know by highlighting opinions and underlining facts. Students will select one fact and one opinion from the essay and explain their reasoning.
VIII. Closing the Lesson
Day 3
Remind students that they should be on the lookout for facts and opinions in all of their reading, listening and conversations. Recognizing fact and opinion is part of critical thinking. Focus on fact and opinion while teaching persuasive writing or working on debate. Strong persuasive arguments are based in fact but often strengthened with opinions.
(3 minutes)
1. What went well?
2. What would you change?
3. What needs explanation?
Working in partners is always a favorite and allowing the students to have an “unsure†category allows students to complete the activity without getting held up on tricky statements.
The independent practice is a student sample written at a third grade level. I used this because my class is reading below grade level, but this assessment then doesn’t accurately show how they will do on a grade level assessment of fact and opinion such as the CST. Next time I might give them the same independent work with a second assessment on the backside using a 5th grade writing sample. That way I can see how they do on the third grade sample and then see if they were also able to translate that skill to a higher level text.
I used Mexico, the soccer team Chivas and Twilight in the power point because those things are very popular with my students. I recommend changing these questions and pictures to match your students interests.

Lesson Resources

Fact and Opinion   Notes
Corgi report for fact and opinion sort   Activity
fact and opinion independent practice   Assessment
5R 2 5 Fact and Opinion  


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