Lesson Plan Title: Fact, Opinion, and Evidence

Date: December 1, 2014

Subject: Language Arts

Number of Days Covered: 1

Grade Level: 9

Standards Addressed: (Ohio Common Core Standards, or Ohio Content Area

Standards)
W.9-10.1 Text types and purposes, RL.-10.1 Cite strong textual information, RL.9-10.6
Analyze a particular point of view or cultural experience, and RL.9-10.10 Read and
comprehend literature, including stories, dramas, and poems.
Specific Observable/Measurable Learning Objectives:
85% of students should be able to analyze differentiate strong from weak evidence and
evaluate the strength of cases against characters, provide supporting details and relate
to this topic on a personal level.
Evaluation of Student Learning:
What Evaluation Strategies Will You Use?
How Does Evaluation Align With Goals?
Evaluation strategies that I will use will be simple but adequate. Verbal evaluations in
the classroom and walk through will help me evaluate my students progress. These
alignments compliment the goals that I have for students because it helps with
confidence throughout the instruction and confidence is what my goal is for students.
Connections: Identify the instructional connections between past, present and future
learning?
In the past week students should have learned about the Tone, Word choice, Imagery,
Style, and Theme of a story and/ or poem. This lesson relates to the Ohio Content
Standards through arguments that support claims by using valid reasoning relevant
evidence, also using words, phrases, and clauses to link major sections.
Required Materials Needed for Lesson:
(List materials to be used and where materials are located? How much time will
be needed to set up for lesson?)
The materials will include a Evidence Organizer, Evidence list of model character,
Writing materials, and Fact/Opinion Sorter. This will be collected at the end of
class to determine what each student knows. I will then ask for volunteers to
share their responses.
Students Background/Prior Knowledge/Experience: (Pre-Assessment)
Walk troughs will be done to help with evaluation and assessments and I will also be
collecting any work being done that day.

Main Ideas:
The main ideas are to get the students to understand the difference between fact,
opinion, and evidence, while connecting real life situations and circumstances and using
the proper evidence (information).
Key Vocabulary:
Vocabularies include but are not limited to: Credible, Trustworthy, and Evidence. I will
hook my students interest through by having them share real life situations, stores,
and events that they feel as though are a good example of fact, opinion, and evidence.
Motivational Strategy/Anticipatory Set for Lesson:
(How will you hook student interest?)

Content:
Step-by-Step Procedures
Time allocation for Each Activity
Instructional Strategies to Be Used Be Specific
What Learning Activities Will Be Used Be Specific
Questions to Extend Student Thinking (Higher Order Thinking Skills)
How will this be accomplished? What techniques will you use?
First I will jumpstart my lesson by asking the students about a crime TV show/news with
a series of questions such as: (Which do they watch?), (What are some facts the
investigators might collect?), (What are some opinion the investigators might run into?),
(What kinds of evidence are used to prove cases?), and (Which kinds of evidence are
the most credible?) this should take about 10-15 to discuss. Some students may not
have the resources to a particular TV show/news and if that is the case I will have a
hand-out of an article of my choice that will be related to this lesson.
Second I will ask students to review a fact vs. opinion with the Fact/Opinion
Sorter if this is a familiar concept. Once that is mastered I will distribute and project the
Evidence organizer with the criteria. By use a think-aloud approach to model classifying
evidence by strength. If more practice is needed, I will ask a student to describe a case
they recall from a TV investigation show, lay out three or more pieces of evidence and
classify them as a class (roughly 25-30min).
I will then incorporate some guided practice which I will distribute a print out of
some evidence for or against the guilt of the character that will be used for the model
presentation. I will as the students to list this in three simple sentences. I will then ask
the students to work in pairs, classifying each piece of evidence (which will include a
challenge) Strong, Medium or Weak. We will then discuss when most groups have
finished (20min).
Differentiated Instructional Support: (What modifications/accommodations are
required to meet the needs of various students?)

Modifications/Accommodations: extending the time for completing assignments, bring in

pictures (web, newspaper, and/or magazines) of a fact, opinion, and evidence, students
can work in a distraction free space, and paraprofessional or peer assistant.
Integration of Technology:
Technology will be used in a form of television (students choice) or web/news article
(my choice).
Homework or Home Connections:
N/A
Transitions:
N/A
Closure:
As independent work I will have the students classify the evidence they have collected
about their own assigned character and to think about the implications of what they find
(10min). I will conclude with two (5 min) assessment questions: (Do you think every
case against a suspect must have strong evidence?) and (Are there cases in which you
would believe someone was guilty if the evidence was only weak or medium?).
Culminating Activity:
N/A
Student Learning Based on Data: (What does your data tell you about student
learning? In terms of what they have learned, what will you do next for the whole group
or individual students?)
Reflections/Self Evaluation:
a) Effectiveness of Lesson: (How effective was your lesson? What went well?
What did not go so well? Did you feel the students were engaged and
developing new learning? Where your teaching/learning strategies
appropriate? How did they encourage new learning? What parts of the
lesson did the students seem to really enjoy? What parts of the lesson need
improvement with regard to planning or delivery?)
b) Effectiveness of Teacher: (Describe your strengths and areas that need
improvement. Document your development as a teacher.)

c) Next Steps to Consider: (Do you need to re-teach any part of the lesson
and how will you teach it differently? Would you change any part of the
lesson? If so, how? What do you need to address in your next lesson?)
Central State University
College of Education
Department of Professional Education
Lesson Plan Scoring Rubric

Checklist: All Goals/Objectives Are:

Clearly Stated
Developmentally Appropriate Given Classroom Context
Aligned with National, State or District Standards
Described in Terms of Student Performance NOT Activities
Learning Objectives are Based Upon Blooms Taxonomy

Checklist: Assessment
Assessment Instructions are Understandable to ALL Students
Assessment Adaptations are Made for Special Needs Students
Explains the Minimal Level of Acceptable Student Performance
in Measureable Terms

Checklist: Instructional Design & Implementation

Learning Goals & Learning Objectives Are Aligned with Standards
Follows a Logical Sequence
Includes Evidence of Deliberate Checking for Understanding
Is Developmentally Appropriate (intellectually, socially & physically)
Takes Into Account Students Background/Prior
Knowledge/Experience
Uses Creative Motivational Strategies &/or an Anticipatory Set at
Beginning of Lesson
Step-by-Step Procedures for Lesson Presentation are Provided.
Sample Questions and Correct Responses are Provided.
Modifications/Accommodations are Made as Required to Meet
Needs of Various Students
Required Materials for Lesson are Listed.
Main Ideas of Lesson Are Clearly Presented to Students
Key or New Vocabulary Terms are Clearly Presented to Students
Resources are Appropriately Cited.
Homework or Home Connections are Provided
Closure of Lesson is Provided
Identifies connections between past, present and future learning

Total Checklist Points ________/48

Not
Met (0 pts)

Partially
Met (1 pts)

Met (2 pts)

Not
Met (0 pts)

Partially
Met (1 pts)

Met (2 pts)

Not
Partially
Met (0 pts) Met (1 pts)

Met (2 pts)

80-75 points
74-67 points

A = 100% - 94%
B = 93% - 83%

Total Rubric Points ________/32

Total Points
Rubric:
Rating
Indicator
Distribution of
Objectives

Assessment
Criteria

Multiple
Learning
Strategies

Active Inquiry &

Learner
Centered

Technology

Critical
Thinking

66-57 points
55 points & below

C = 82% - 71%
D = unacceptable

________/80
Element 2
Not Met (0pts)
All objectives are
factual
knowledge
objectives.

Element 2
Partially Met (1 pt)
More than half of the stated
objectives are knowledge
objectives versus application
and reasoning objectives.

Element 2
Met (2pts)
Knowledge objectives represent
1/3 or less of stated objectives
OR a rationale defends use of
mainly knowledge-based
objectives.

No evidence
provided.

Response includes only 2 of

the criteria listed to the right,

Measurable assessment
criteria is described in
measurable terms.
Comprehensive covers all
essential content & skills. Does
not assess irrelevant content &
skills.
Criteria Level- Specifies level of
successful attainment of learning
objectives.

Only 1 or 2
strategies are
incorporated
throughout the
lesson &/or the
strategies reflect
only the more
common/traditional
types/levels of
learning (e.g., relies
mostly on direct
instruction, visual,
verbal-linguistic,
paper-pencil).
Lesson does not
include procedures
for engaging
student in active
inquiry.
Instruction does
not include
technology or a
rationale why it is
inappropriate to use
technology with
their students.
No evidence that
critical thinking is
encouraged.

A variety of instructional
strategies are incorporated
throughout the lesson. The
strategies reflect a variety of
types/levels of learning but most
are of the more
common/traditional type.

Multiple instructional strategies

using multiple types/levels of
learning are incorporated throughout
the lesson. Application of multiple
intelligences & learning styles is
evident. Most strategies actively
involve students in critical thinking,
problem solving, or authentic
performance.

Lesson design includes some

procedures for engaging
students in active inquiry but
most procedures rely on passive,
rote, recall strategies for the
learner.
Use of technology is limited
(e.g., one time or for only short
periods) or is used w/o regard to
learning outcomes (i.e., an addon just to full requirement) or a
limited rationale is given why it is
inappropriate to use technology
with their students.

Lesson design includes a majority of

procedures that actively engage
students in questioning concepts,
developing learning strategies,
seeking resources & conducting
independent investigations.
Technology is integrated throughout
instruction or makes a meaningful
contribution to learning (i.e., it had a
purpose or was needed) or a
rationale is given why it is
inappropriate to use technology with
their students.

Encourages critical thinking

when situations occur naturally
in the classroom. Teacher does
NOT deliberately explore ways to
enhance critical thinking.

The teacher deliberately

incorporates into the lesson critical
thinking techniques and encourages
independent exploration of student
ideas to enhance critical thinking

Indicator
Score
____x2

____x2

____x2

____x2

____x2

____x2

Student
Learning Based
on Data

Reflection/Self
Evaluation

Provides no
rationale for why
some activities or
assessments were
more successful
than others.
No evidence
provided.

Identifies successful and

unsuccessful activities or
assessments & superficially
explores reasons for their
success or lack of success.

Identifies successful & unsuccessful

activities & assessments & provides
plausible reasons for there success
or lack of success.

Provides ideas for redesigning

instruction but offers no rationale
why these changes would
improve student learning.

Provides ideas for redesigning

instruction and explains why these
modifications would improve student
learning.

____x2

____x2