Rush Strong School



|TEAM Lesson Plan Fact and Opinion |

|Teacher: Mary K. Morris |

|Grade/Subject: 3rd Grade |

| Unit: Fact and Opinion / Jalapeno Bagels (reading story) |

|Lesson Title: Fact and Opinion |

|STATE STANDARD(S) |Reference State GLE's, SPI's, Checks for Understanding, and/or Common Core Standards |

|SPI 0301.5.2 Distinguish between fact and opinion within text. |

|LESSON OBJECTIVE |Clear, Specific, and Measurable |

| |Student-Friendly: "The student will…" |

| |Explicitly Stated for Students |

| |Includes Sub-Objectives |

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|I can, when given a statement, distinguish between fact and opinion. |

|I can generate facts and opinions on given topics. |

|ASSESSMENT/EVALUATION |Measures Student Master In More Than Two Ways |

| |Aligned with the Lesson Objective |

| |Includes Measurable Formative and Summative Assessments |

| |Requires Written Task |

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|There will be various formative assessments in this lesson. Students will use response dials during the lesson to respond to questions on a PowerPoint |

|presentation. During this portion of the lesson I will use a check list to keep record of student responses. During the group activity, students will be giving|

|facts and opinions in response to questions, but they will also have to write a question and reflect on what they are learning. I will be observing the |

|students as they participate in this activity. Throughout the lesson I will be using various questioning techniques to ascertain their levels of understanding.|

|I will also use strategies such as “fist to five” to have the students show me their levels of understanding at various points in the lesson. The lesson itself|

|is also formative because this is an objective we work on continuously throughout the year in a variety of ways. |

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|One form of summative assessment for this lesson is the bagel activity, during which they must generate and write 2 facts and 2 opinions about their bagels in |

|the form of sentences. Another form of summative assessment is the paragraph that they will write at the end of the lesson. They will be required to write a |

|paragraph about something on their “Expert Lists.” Number of sentences required will be based upon student learning levels (4-5 for each category for higher, |

|2 for lower, etc.). Summative assessment will also be given in the form of our weekly reading test. |

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|I will use the information gleaned from the assessments to determine the depth in which I will teach this topic in the future. If the majority of the students|

|master the objectives, the topic will only need to be briefly reviewed throughout the year, requiring fewer progress checks. If several students struggle, |

|multiple teaching strategies and formative assessments will be continually used to insure future success. |

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|MATERIALS |Aligned with the Lesson Objective |

| |Rigorous & Relevant |

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|Dog photo for fact and opinion cues |

|Notebook paper |

|Carfax video clip |

|Lesson outline |

|Fact and opinion PowerPoint presentation |

|Activ Slate |

|Response dials - one for each student |

|Bags containing individualized fact and opinion questions |

|Index cards for group activity exit tickets |

|Fact/Opinion chant poster |

|Bagels |

|Fact and Opinion T-chart for bagel activity |

|Writing notebooks |

|ACTIVATING STRATEGY |Motivator/Hook |

| |Essential Questions (Higher Order) |

| |Activating Prior Knowledge |

| |Real-World Connections |

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|Begin with provoking photograph and ask students to tell you about it. They will give facts and opinions. You will sort them as they write them, but you will |

|not tell that you are sorting them into facts and opinions. |

|“What do these responses have in common?” |

|“Why is it important to be able to tell the difference between a fact and an opinion?” |

|“What if we all agree? Does that make it a fact?” |

|INSTRUCTION |Step-by-Step Procedures/Sequence |

| |Discover/Explain – Direct Instruction |

| |Modeling Expectations – “I Do” |

| |Planned Questioning That Encourages Higher Order Thinking |

| |Grouping Strategies |

| |Differentiated Instructional Strategies to Provide Intervention & Extension |

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|Have the students draw a T-chart (without headings) on a sheet of notebook paper. You will write one on the board. Begin the lesson by showing the students a |

|picture on the TV screen of a very interesting dog. “What can you tell me about this picture?” As students give responses, write all of the facts on one side |

|of the T-chart and all of the opinions on the other. However, do not tell them that is how you are separating them. Have students copy you. Ask the students |

|what the statements in each column have in common. |

|State the objective of the lesson and have the students repeat it with you. Go over the outline of the lesson for the students and share expectations. |

|Define fact and opinion and write brief definitions on the board. |

|Teach the students a chant/song to help them remember fact and opinion. Model it and then have them do it with you at least twice. |

|Call on a few students to tell you the difference between the two. Now have the students look back at the T-chart and decide which heading goes where. Orally|

|give about 5 quick examples and see if the students can tell you if the statement is a fact or an opinion. |

|“Why is it important to know the difference between facts and opinions? When do we use these in real life?” Take student responses and provide feedback and |

|further probing questions. Connect to prior learning by explaining how our persuasive writing we have been doing includes facts and opinions. “Which ones are |

|more convincing?” Also explain how opinions help us know how others feel, yet facts are useful when describing something. Give another example by showing the|

|Carfax video clip. Explain how the car salesman is trying to give his opinion, but the buyer wants the “carfax.” Relate this to real-life experiences. |

|Repeat the song once. |

|Stop and have the students use “fist to five” to show you their levels of understanding at that point. Adjust accordingly. |

|Pass out response dials to the students. There will be 3 options - Fact, Opinion, and ?. Restate objectives, focusing on the first. Use a PowerPoint |

|presentation that has various statements. Read a statement aloud and have the students use their response dials to display their answers. Record their answers |

|on a checklist once everyone has responded. Choose one student (for each statement) to use the Activ Slate to click the “fact” option or the “opinion” option |

|to reveal the answer on the PowerPoint. |

|Restate objectives, now focusing on the second. Explain how students will be divided into groups of three or 4 based on similar interests (Groups will be |

|varied by ability, gender, etc. when possible.) Each group will have a bag with a variety of questions inside, based on the group interests- “What is your |

|opinion of this...What is a fact about that.” Students will take turns pulling out a question. The student will read it, and the other two people will have to |

|reply. Students will do this until the bags are empty or time is up. Then have the students use an index card and write question (related to the same topic)|

|on one side to ask the other students in his/her group. Each will do this individually. Have them ask each other their questions. After this, have them think |

|of what they have learned so far about facts and opinions and write it on the other side. Call on some students to share after everyone finishes. |

|Because the week’s reading story is Jalapeno Bagels, give each student a bagel and explain that they will be writing about them. Give each student a sheet |

|that has a place to write two facts and two opinions. Explain that they will first look at their bagels, and take what they already know and write down two |

|facts in the form of sentences about the bagels. Then have the students eat their bagels and write down 2 opinions in the form of sentences. As they finish, |

|have them pair and share what they wrote with a neighbor. |

|Have the students stand up and repeat the fact and opinion chant/song with you. |

|Close the lesson by having students choose a topic from their writing “expert list.” Show students an example paragraph, explaining that they will write a |

|paragraph about their chosen topics using a designated number of facts and opinions (higher students - 4-5 sentences each, struggling students 2 sentences for |

|each). Instruct them to underline fact sentences and circle opinion sentences. They will do this in their writing notebooks. |

|As students finish early, have them share what they wrote with other students that have finished. |

|When everyone has completed this, call on a few students to answer the following questions: “What is a fact? What is an opinion? Why is it important to be able|

|to distinguish between the two? How do we use facts and opinions in our everyday lives?” |

|Finally have the students state the objectives aloud and show me the “fist to five” to demonstrate their levels of understanding. |

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|GUIDED & INDEPENDENT PRACTICE |“We Do”-“You Do” |

| |Student Work Encourages Higher Order Thinking & Problem Solving |

| |Relevance to Students' Lives |

| |Differentiated Strategies for Practice to Provide Intervention & Extension |

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|Pass out response dials to the students. There will be 3 options - Fact, Opinion, and ?. Restate objectives, focusing on the first. Use a PowerPoint |

|presentation that has various statements. Read a statement aloud and have the students use their response dials to display their answers. Record their answers |

|on a checklist once everyone has responded. Choose one student (for each statement) to use the Activ Slate to click the “fact” option or the “opinion” option |

|to reveal the answer on the PowerPoint. |

|Restate objectives, now focusing on the second. Explain how students will be divided into groups of three or 4 based on similar interests (Groups will be |

|varied by ability, gender, etc. when possible.) Each group will have a bag with a variety of questions inside, based on the group interests- “What is your |

|opinion of this...What is a fact about that.” Students will take turns pulling out a question. The student will read it, and the other two people will have to |

|reply. Students will do this until the bags are empty or time is up. Then have the students use an index card and write question (related to the same topic)|

|on one side to ask the other students in his/her group. Each will do this individually. Have them ask each other their questions. After this, have them think |

|of what they have learned so far about facts and opinions and write it on the other side. Call on some students to share after everyone finishes. |

|Because the week’s reading story is Jalapeno Bagels, give each student a bagel and explain that they will be writing about them. Give each student a sheet |

|that has a place to write two facts and two opinions. Explain that they will first look at their bagels, and take what they already know and write down two |

|facts in the form of sentences about the bagels. Then have the students eat their bagels and write down 2 opinions in the form of sentences. As they finish, |

|have them pair and share what they wrote with a neighbor. |

|Have the students stand up and repeat the fact and opinion chant/song with you. |

|CLOSURE |Reflection/Wrap-Up |

| |Summarizing, Reflecting, Restating, Connecting |

| |Student Engagement |

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|Close the lesson by having students choose a topic from their writing “expert list.” Show students an example paragraph, explaining that they will write a |

|paragraph about their chosen topics using a designated number of facts and opinions (higher students - 4-5 sentences each, struggling students 2 sentences for |

|each). Instruct them to underline fact sentences and circle opinion sentences. They will do this in their writing notebooks. |

|As students finish early, have them share what they wrote with other students that have finished. |

|When everyone has completed this, call on a few students to answer the following questions: “What is a fact? What is an opinion? Why is it important to be able|

|to distinguish between the two? How do we use facts and opinions in our everyday lives?” |

|Finally have the students state the objectives aloud and show me the “fist to five” to demonstrate their levels of understanding. |

|CROSS-CURRICULAR CONNECTIONS | |

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|During this lesson students will make connections between logic and writing. They will see that recognizing facts and opinions in a passage actually helps them|

|generate their own when writing. Students will also see a connection to science inquiry when they are observing and recording information about their bagels. |

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|NOTES/ SPECIAL CIRCUMSTANCES | |

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|Both of my special education students will be participating in this lesson. They are typically pulled out for reading for a portion of our reading block, but |

|they will be with us for the duration of the lesson. One of these students, Aaliyah, has extreme difficulty reading. She may require me or another student to |

|read some of the questions from the bag in the group activity for her. She and a few others will also need extensive help during the writing activity, which I|

|will provide while circulating throughout the classroom. |

|Also, I have recently set a new classroom management system (in addition to our regular one) into effect due to the increased tendency of my students to |

|interrupt myself or others while we are talking, or to yell answers out. This is a system in which they may move their fish to a 1 or receive a Post-it on |

|their desks. We are in the beginning stages of this, so it may seem like a lot at first, but I am trying to remain hard and consistent at the start. It has |

|already helped immensely. I wanted there to be an awareness and understanding of this. |

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