Lesson Plan Format:

Teacher_______Dawn Gruber

Grade Level_______4th

Content and Standards:

CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.8
Explain how an author uses reasons and evidence to support
particular points in a text.
CCSS.ELA-LITERACY.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to
support the writer's purpose.
CCSS.ELA-LITERACY.W.4.1.B
Provide reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.4.1.C
Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
Prerequisites: In order for the students to recognize fact &
opinion in a text, students will have to recall their knowledge of
authors purpose and viewpoint.
Instructional Objective: SWBAT: Become familiar with the
difference between facts and opinions.
SWBAT: practice
distinguishing between fact and opinion.
Instructional Procedures: Students will have to recall their
knowledge on authors purpose, and authors viewpoint first. I will
then introduce fact and opinion to them explaining what each is
and explaining that we can use facts and opinions to make

inferences and predictions about the story. I will model two

sentences in which they will have to identify whether the
statement is a fact or an opinion. They will then turn and talk with
their partner to read 3 more sentences and figure out what each
statement is (fact or opinion). Students will have a writing task in
which they will be shown a model of a complete sentence that is a
fact and a complete sentence that is an opinion. They will then
have to pick 4 topics and write a fact and an opinion sentence.
After completing their writing task, the students will log into
Google classroom and read two passages in which they will have
to underline the facts and highlight the opinions. The students will
then have a hands on task of completing a t-map to determine
whether a statement is a fact or an opinion.
Materials and Equipment: PowerPoint Lesson (used to teach
the lesson).
Assessment/Evaluation: The students will complete a Writing
Task in their notebook where they will identify a fact and an
opinion about 4 topics that they choose from list given.
Differentiation: Individualized Activities: Students will turn
and talk with a partner next to them to work together to
determine whether a statement is a fact or opinion. Students will
have a worksheet for homework that consists of statements in
which the students will have to use the t-graph and put the
statements under the correct caption of fact or opinion and that
will reinforce what was learned in the classroom.
Technology: SmartBoard (used to project the PowerPoint and
create an interactive environment for the students to participate
in the lesson.)
Students will view a video on fact or opinion:
https://www.brainpop.com/english/studyandreadingskills/factando
pinion/preview.weml

Students can use their Chromebooks and go Google Classroom

where they will read two short passages and then underline the
facts and highlight the opinions within the passage.
Self-Assessment I will ask myself the following:
1. What went well in this lesson? Why?
2. What problems did I experience? Why?
3. What could I have done differently?
4. What did I learn from this experience that will help me
in the future?
5. Were my activities aligned with objectives?
6. Did I anticipate/prevent likely misconceptions?
7. Was my assessment aligned with objective?
Yesterday (February 20, 2015), I taught a lesson on Fact and
Opinion during our writing period. Fact and Opinion is the
comprehension skill for this week's Journeys textbook, Lesson 11The Screech Owl who liked television.
I feel that the lesson went very well. From the beginning, I stated
that my objectives of the lesson were that we were going to learn
about fact and opinion and to tell the differences between them. I
used many total participation techniques (turn and talk,
whiteboard to display answers and small group activities)
throughout the lesson to gauge the student's understanding of

the topics and the students had a clear understanding and were
able to identify the differences of fact and opinion.
There were no problems that I experienced except for at one point
during the lesson I thought I had to cut part of the chromebook
assignment short because we share the chromebooks with
another class and we were supposed to have them over in the
other classroom at a certain time, but we didn't have to after all
and I was able to continue on with that part of the lesson with no
time constraints.
I feel as though there was nothing I could have done differently
throughout the lesson except for changing the writing part of the
lesson where the students had to choose 4 topics to write a fact
and opinion sentence, I would change it to choosing just two
topics. Choosing 4 topics seemed to take more time than
expected and as I walked around the room observing while the
students worked on the task at hand, I noticed that two topics was
enough to show me that they understood the difference of fact
and opinion and writing a sentence about each.
This was a great lesson and I feel that it is one that I will definitely
use again for the comprehension skill. It gave a variety of
activities for the students to be able to comprehend the skills
such as turn and talk over sample sentences to identify fact and
opinions, students needed to write their own fact and opinion
sentences, the students needed to read a passage and identify
facts and opinions within the passage and the students worked in
small groups to complete a cut and paste activity that identified

facts and opinions on a t-chart. All the activities acted as

assessments for me to see whether or not the students are
understanding the comprehension skills and whether something is
a fact or opinion by either being able to be proven for a fact or
identifying clue words that makes an opinion.
Video Taped Lesson Analysis:
LESSON PLANNING:
After viewing my lesson, I feel that my lesson plans have clear
measurable goals and I have stated what the students will know
and will be able to do by the end of the lesson. My plans are clear,
creative and have a sequential procedure that is aligned with my
instructional goals and assessments.
The lesson plan has various assessments that I use throughout
the lesson to check whether students are meeting instructional
goals and they include; turn and talk, writing examples of fact and
opinion sentences, reading passages and identifying the facts and
opinions within the passage.
I did not have to include any adaptations for special needs or
differentiation in this lesson plan. There are no IEPs or 504s for
anyone in the classroom.

Quality of Instruction:
During my lesson I clearly show my knowledge of contact by
using appropriate pacing, clear communications with the students
especially while stating the instructional goals of the lesson. While
teaching the lesson, I was using different levels of questions and
discussion strategies that engaged all the students in higher
learning. I did not just accept an answer, I asked the students to
think higher and deeper into their answers.
As mentioned above, I used didnt TPT to actively engage
students throughout the lesson that including turn and talk and
small group activity for collaborative and group learning
experience. I was checking for understanding throughout the
lesson and adjusted my lesson as needed. For example, I saw that
they understood the concept of writing fact and opinion sentences
and cut it down from 4 topics to 2 topics because they showed
clear understanding after 2 sentences, this showed independent
practice and allowed them to apply what they learned.
My lesson included a variety of learning modalities that included a
visual powerpoint the accompanied my instruction, think and
share that was included in the turn and talk, and a hands on
activity.
Classroom Management:

Throughout my lesson I used positive reinforcement and behavior

strategies for all students and there was no inappropriate
behavior during the lesson and during the hands on activity, I
used reminded the students of the use of classroom voice. I feel
that I made the appropriate transitions from one activity to the
next without interruption.
During my lesson, I exhibited professionalism in appearance and
written and spoken language in lesson plans and during
videotaped lesson and I feel that I am proficient in the Danielson
Domains.