Fact and Opinion Meghan Schaper

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2012 Instructor: Karen Powell

Lesson Title: Fact and Opinion Trophies Teacher Edition: On Your Mark-Theme 2(3-2) Trophies Story: Leah's Pony T Ed Pages: 146C

Submitted By: Meghan Schaper CCSS: RL.3.1

A. Summary of the Lesson Plan This lesson will teach students to distinguish the difference between Facts and Opinions. B. Student Population Grade level - 3rd Grade Skill level on-level Grouping - whole group (direct instruction), individual assessment C. Materials Transparency 190 o SCAN0002.JPG Lined paper and pencils "The Auction Catalog" worksheet from Practice Book pages 25-26. http://harcourtschool.com/teacher_resources/trophies/lesson_planner/grade3/resource/ extrasup/3esV2t2.pdf Paddles marked with "F" and "O" for extended learning. D. Objectives Common Core State Standard RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Learning Targets Reasoning Targets 1. Students must find evidence within a literary text to support an answer. E. Procedure 1. As a class, brainstorm about pizza. Ask two (or more) students to share how they feel about pizza. Ask the class who is right and who is wrong. Response should be "Neither, they are both telling how they feel". 2. Explain that these statements are Opinions and are personal ideas of what someone believes or how they feel and they can't be proven right or wrong. 3. Ask two (or more) students to share what they know about pizza. 4. Explain that what we know are called Facts and can be checked or proven true. 5. On ELMO, display Teaching Transparency 190, "Fact and Opinion" (see Materials) a. Call on students to read aloud the information in the Facts column . Teacher will read Example and explain why it is a Fact (you can prove recess is 10 minutes by looking at a clock). b. Call on students to read aloud the information in the Opinion column. Teacher will read Example and explain that the words "I think" are a clue that this is an opinion and it is possible that someone else though recess was too long. c. Slowly, one sentence at a time, teacher will read aloud the Example story. d. Instruct students to raise their hand when they hear a statement that is a Fact. and to knock on their desk two times when the statement is an Opinion. e. Call on students to explain why the statement is a fact or opinion. Underline facts on the transparency and label them with an "F" in the page margin. Circle sentences that are opinions and label them with "O".
Lesson Plan - EDRL 442 Fall 2012 Page 2

Lesson Title: Fact and Opinion Trophies Teacher Edition: On Your Mark-Theme 2(3-2) Trophies Story: Leah's Pony T Ed Pages: 146C

Submitted By: Meghan Schaper CCSS: RL.3.1

F. Assessment On the board write the words, "Monopoly, dogs, school, Chinese food and football". Look at the first word, Monopoly, together. Explain to the students that on their own paper they will write two sentences for each word, one fact and one opinion. Model "Monopoly" for the students. Fact, Monopoly is a board game. Opinion, Monopoly takes too long to play. Students will work individually and turn their papers in to be assessed. Teacher will be able to determine whether concept is understood by looking at assignment. Master concept of Facts and Opinions with worksheet pages 25-26 in Practice Book for Homework. Collect and check for understanding.

G. Reflection (answer all questions) Which part of the lesson do you think will be the easiest to teach? I think the easiest part of this lesson will be to brainstorm with the students about how they feel and what they know about a specific object or subject. Which part of the lesson do you think will be the most challenging to teach? I think it will be difficult to make the students understand that their personal opinions can't be mistaken as facts (they can be wrong about things). I will need to emphasize that a fact HAS TO be provable. What lesson or concept should be taught prior to this lesson? In previous stories, lessons or activities students should be able to discuss their own thoughts and compare them to those of their peers. For example, sharing how a poem made them feel. This will introduce them to the concept that everyone thinks differently (opinions). Students should also have experience answering comprehension questions about a story where they have to find the answer by looking back at the text. These are questions which have only one correct answer (facts). How will you follow up or extend this lesson? During our class reading of the story, I will follow the prompts in the margins of the Teachers Edition and ask if selected statements are fact or opinion. I would have students give me an explanation for their answer.
Lesson Plan - EDRL 442 Fall 2012 Page 3

Lesson Title: Fact and Opinion Trophies Teacher Edition: On Your Mark-Theme 2(3-2) Trophies Story: Leah's Pony T Ed Pages: 146C

Submitted By: Meghan Schaper CCSS: RL.3.1

I also think it could be made into a fun game with paddles. One side would be marked with an "F", the other an "O". Throughout the day during other lessons, or just in a guided practice of Fact and Opinion, students would hold up the appropriate letter indicating whether the statement was Fact or Opinion. They could also work in partners. One would come up with a statement and the partner would indicate Fact or Opinion using the paddle. This exercise would both teach deciphering between fact and opinion and producing fact and opinion statements. What will you do for students who dont grasp the concepts? Reteach- Students pgs 36 and 48, Teacher Ed. pg 38 Review- Teacher Ed. pg. 166, 193D, 194I and 220 Which part of the lesson, if any, do you think might need to change? Originally I was thinking I'd put the students in partners, but decided it was best if they came up with their own sentences. I could foresee potential problems agreeing on a sentence and this is a more accurate assessment of individual understanding so I know who needs extra help. When you were writing this lesson plan, what was the most difficult part? The challenge of this assignment is to not overcomplicate the concept, which is relatively easy if taught and planned well.

Lesson Plan - EDRL 442

Fall 2012

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