Lesson plan - Study Island



|ELA Lesson: Fact and Opinion |Grade Level: 6 |

|Lesson Summary: For pre-assessment, the teacher will ask students to recite five facts about their school and then complete an opinion statement. The teacher will |

|demonstrate fact and opinion by naming the time of day and then offering an opinion statement about the day. The teacher will clarify the difference between fact |

|and opinion. The teacher will distribute copies of the reading selection, and ask a gifted reader to read it. The teacher will work with students to underline |

|facts and circle opinions. For guided practice, the teacher will break the class into pairs and ask one student to write a statement of fact and the other to write|

|an opinion, then have them swap and repeat. For independent practice, the teacher will have students write a paragraph about something that they observed going to |

|school that has two opinion statements. Advanced Learners will write a paragraph that is purely fact and a paragraph that is purely opinion. Struggling Learners |

|will write fact statements about their home followed by an opinion statement. |

|Lesson Objectives: |

| |

|The students will know… |

|that facts can be proven by outside information. |

|that opinions are based upon one’s own experience. |

|The students will be able to… |

|recognize facts and opinions. |

|use facts and opinions in writing. |

|Learning Styles Targeted: |

| |

|x |

|Visual |

|x |

|Auditory |

|x |

|Kinesthetic/Tactile |

| |

|Pre-Assessment: Ask students to recite five facts about the school such as its name, its address, the name of principal, how many grades it contains, and any |

|programs that it offers. Then ask students to complete the following: I think thatschool is ____. |

|Whole-Class Instruction |

|Materials Needed: Whole Class Instruction Meteor Passage*; notebook; pens and pencils |

|Procedure: |

|Look at your watch or classroom clock and report the time. Then say, “This day is going by quickly.” Ask which statement was fact and which was opinion. Accept |

|that the first was fact and the second was opinion. Ask, how can you tell the difference? Accept that facts can be proven by information that you can look up or |

|see for yourself. |

| |

|When identifying statements of fact, tell students to look for things they could look up, like names, dates, amounts, or occurrences. Tell students that opinions |

|come from your own thoughts and experiences, but because other people may not have had the same experiences as you, they can’t always accept that they are true. |

|When identifying statements of opinion, look for statements that contain a judgment or assessment. |

|Distribute copies of the Whole Class Instruction Meteor Passage*. Ask a gifted reader to read it. |

| |

|Ask what the selection is about. Accept that it is about meteors. |

| |

|Ask students to reread the first paragraph. Ask them to underline sentences that are fact and circle sentences that are opinion. Accept that the first and last |

|sentences are statements of opinion. Accept that the middle three sentences are statements of fact. |

| |

|Ask students to characterize the second paragraph. Accept that it consists entirely of statements of fact. Ask student to characterize the third paragraph. Accept |

|that it too consists entirely of statements of fact. |

|Guided Practice |

|For guided practice, break the class into pairs. Ask each student to write one sentence that is a fact and one that is an opinion. Have students exchange papers |

|and identify which sentence is fact and which is opinion. |

|Independent Practice |

|For independent practice, ask students to write a paragraph about something that they observed on their way to school. Challenge students to have at least two |

|statements of fact in the paragraph. |

| |

|Have some of the students share their paragraphs. Have students pause after each sentence and instruct listeners to hold up their right hands if the sentence |

|contains a fact, their left hands if the sentence contains an opinion, and keep their hands down if it contains neither. |

|Advanced Learner |

|Materials Needed: Notebook; pens and pencils |

| |

|Procedure: |

| |

|Challenge students to choose a topic about which they have some knowledge. Ask them to write one paragraph that is purely factual and one that is purely based on |

|opinion. |

| |

|If time permits, have students exchange papers. Have partners check to make sure that facts and opinions are in their respective paragraphs. |

|Struggling Learner |

|Materials Needed: notebook, pens and pencils |

|Procedure: |

| |

|Review with students the difference between facts and option. Together with the student write a factual statement about something in the classroom. Then write an |

|opinion about that fact. |

| |

|Next, have students write a factual statement about something in their home. Then have them write an opinion statement about that fact. Repeat facts and opinions |

|for practice. Discuss and review their statements. |

| |

|Have students work on writing the Independent Practice paragraphs of something they observed on the way to school. |

*see supplemental resources

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