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Lesson Topic: How to tell the difference between a fact and an opinion as we prepare
to write opinion pieces.
Objectives:
Students will be able to distinguish between a fact and opinion.
Students will be able to develop a unique fact and opinion.
Standards lesson addresses:
CCSS.ELA-Literacy.W.1.1: Write opinion pieces in which they introduce the topic or
name the book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.
CCSS.ELA-Literacy.SL.1.1: Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in small and larger groups.
Lesson Outline:
Hook (5 minutes):
-Teacher will ask students to go to their chairs.
-Teacher will tell students that they can come to the carpet when she says something
that they agree with.
-Teacher will bring students to the carpet by saying:
- Come to the carpet if you think dogs are the best pet ever.
- Come to the carpet if you think ice cream should be served with every meal.
- Come to the carpet if you think chocolate milk is better than white milk.
- Continue as needed until all students are on the carpet.
- Teacher will ask students if what she said to call them down were facts or opinions
and why they think that.
- Teacher will remind students that one of our We Can statements is that we can write
opinion writing pieces, but before we can write about our opinion we need to learn
about facts and opinions.
Model Mini Lesson (10 minutes):
- Teacher will review the fact and opinion sort that was finished yesterday during the
lesson.
- Teacher will ask the students how do we know that something is a fact?
- Students will respond (because it is true, everyone knows it, its in a book).
- Teacher will chart responses and guide students to notice that a fact is true, can be
proven, is usually about science or social studies, has dates or numbers, and is
nonfiction.
- Teacher will ask students what makes something an opinion?
- Students will respond (its what you say, I think it, everyone is different)
- Teacher will chart responses and guide students to notice that an opinion is what you
think, feel, usually says something is the best or worst, and is not true.
Closure:
- Teacher will call students back to the rug to discuss the notes on the board.
- Teacher will read a few of the facts and opinions to the class then take a thumbs up or
thumbs to the side vote on how well we did.
- Teacher will end with a discussion of the essential question: how can we use writing
to share our opinions?
- Students will brainstorm ideas of ways writing could be used to share what we feel.
- Teacher will inform students that tomorrow they will begin to learn some ways to use
writing to share their opinions with the world.
- Teacher will dismiss students to pack up based on opinions, similar to how students
came to the carpet.
Assessment tools/activities:
Assessment will be collected formatively through the use of paddles and discussion
during the guided practice. The teacher will note students repeatedly struggling to
identify facts and opinions then provide additional support for them when they go to
work independently. The teacher will ask for students to explain their answers as well,
thus collecting data on the depth of understanding of a fact and opinion within the
class.
Assessment will also be collected in the form of post it notes containing facts and
opinions. The collection of post its will reveal which students were able to distinguish
between a fact and opinion and those who could not. Further lessons or strategy groups
may be needed on the concept depending on the results.