1. Topic-
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2. Content-
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| Small group work, once person leads the group. Each person in the
group is given an equal chance to contribute. Each student will have
time to think of an answer while others are writing theirs. What is
a fact? What is an opinion? What strategies can you use to identify
an opinion when you read? Facts are statements that actually happened
or occurred, while opinions are statements that states someone personal
views. Readers must be able to distinguish between the two when reading
to determine the validity of the text being read. |
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3. Goals: Aims/Outcomes-
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4. Objectives-
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1. Students will be able to generate and identify words associated
with opinion statements as well as generating fact and opinion statements
of their own.
2. Students will discuss and brainstorm in small groups synonyms and
antonyms for the five opinion words: like, good, pretty, important
and think.
3. Students will also be able to hear the difference between the opinion
and fact statements of their peers.
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5. Materials and Aids-
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| Fact/Opinion statements and cards, Pencils or Pens, Paper, worksheets |
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6. Procedures/Methods-
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A. Introduction-
1. Students will give ideas about what they think fact and opinion
is while I record it on a T-chart.
2. I will ask the students how they think they can tell the difference
between the two types of statements while reading, recording answers
on the T-chart as well. |
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B. Development-
1. Teacher will introduce the idea that opinions can be found by
looking for key words.
2. Most words associated with opinion fall under the categories: Like,
good, pretty, important and think.
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C. Practice-
| 1. Each group will get six flash cards with statements on them.
The group must read through each one individually and determine if
it is a fact or opinion making two columns on their desks. When each
group has finished the teacher will go through the statements and
have the groups raise a fact or opinion card. |
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D. Independent Practice-
1. I will give each student a fact and opinion worksheet.
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E. Accommodations (Differentiated Instruction)-
1. Struggling readers will be placed in a group to work with the
teacher.
2. While in group work I will read each sentence to the students,
having them underline opinion words as they are read and have them
explain how they came up with that answer.
3.The entire class will fill in the opinion word chart to use as they
read statements and complete practice work to help them recall the
key words associated with opinion statements.
4. As examples are said, or explanations made throughout the lesson
they will be written on the board for the students to look back to. |
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F. Checking for understanding-
1. Students will be asked to write down two facts and two opinions.
2.I will say a sentence and I a student if it is a face or opinion
and why do they think it is the answer they came up with. |
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G. Closure-
1.The teacher will review the strategies for determining if a statement
is fact or opinion, such as looking for key words, and remembering
no such thing as fact words
2. Students will then volunteer to give a fact or opinion. |
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7. Evaluation-
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Worksheet has students use there knowledge of words associated with
opinions to identify opinions versus facts and create three facts
and opinions of their own.
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