Design for Learning

Instructor: Ann Robertson

Language Arts
Title: Facts and Opinions
April 14, 2016
Grade Level: 3rd grade
Time: 40 minutes

Area:
Date: Thursday
Estimated

Standards Connection:

22.) Write opinion pieces on topics or texts, supporting a point of view with
reasons. [W.3.1]
a. Introduce the topic or text they are writing about, state an opinion, and
create an organizational structure that lists reasons. [W.3.1a]
b. Provide reasons that support the opinion. [W.3.1b]
c. Use linking words and phrases (e.g., because, therefore, since, for
example) to connect opinion and reasons. [W.3.1c]
d. Provide a concluding statement or section. [W.3.1d]
Learning Objective:
When given fact and opinion statements, students are able to glue the
statement under the appropriate fact or opinion heading with at least
scoring a 10/12.
Learning Objective(s) stated in kid-friendly language:
All right, class! Today we are going to learn all about what a fact is and
what an opinion is. By the end of the day you will be able to put all
different statements under the correct category- fact or opinion.
Evaluation of Learning Goal:
The students will understand what is a fact and what is an opinion.
They will understand the difference between the two. They will be able
to categorize statements under the correct category of fact or opinion.
Those who get a 9/12 or below will be placed in the red category. They
will need extra help. Those who get above a 9/12 will be placed in the
green category, as they have most of the concept understanding.

Engagement:
Okay, class lets all head to the carpet quietly and quickly. Teacher will
allow students to transition to carpet. She will bring over a cookie with

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M&Ms. I have with me here a cookie. Do you see my cookie? Well, I
love my cookie. In my opinion it is the best kind of cookie out there. It
is so yummy. It makes me so happy when I get to eat these M&M
cookies because they make me feel so excited! The balance of the
chocolate and cookie part is perfect because it tastes like you get an
M&M in every bite. I love M&M cookies. So what did you notice about
the way I was describing my cookie? What types of phrasing did I use?
Did I talk about my feelings? Teacher will let students respond with
their thoughts about how she described the cookie. Okay, now Im
going to describe my cookie in a different way. Here we go. This cookie
is round. It has six M&Ms on the top. This cookie was made with sugar.
This cookie came from Ms. Laniers house. This cookie is slightly soft
and slightly crunchy. This cookie can be broken in half. What did you
notice about the way I described my cookie the second time? How was
my phrasing different than the first time I described it? Children will
talk on the second way the teacher described the cookie. The teacher
is hoping some students try to put the ideas together. So the first way I
described my cookie was my OPINION. The second way I described my
cookie was with FACTS. Lets head back to our seats so we can learn
more about Facts and Opinions.
Teacher will let students return to their seats and transition to
teaching.
Learning Design:
I.
Teaching:
Up on the Promethean board I have FACT and OPINION. How do you
think I would explain what a fact is? Students will answer accordingly.
Lets say a fact is something that can be proven. Teacher will write on
the Promethean Board. What are some examples of facts? Students
will answer accordingly. Thats right! The shape of something is a fact.
What else? Yes, how many of something there are is a fact. What else?
What about a date? Is that a fact? Yes, it is. Good thinking. Teacher will
write/type all of these on the Promethean Board. Okay, what do we
think the definition of an opinion is? Students will answer accordingly.
Okay something that we think. What else? All right, something we feel.
Okay. What about our (teacher points to head)? Thats right,
thoughts. Teacher will write/type these on the Promethean Board. Can
an opinion be proven like a fact can? Thats right. It cannot be proven.
Explain your thinking, Jayla. I like how you said that feelings cannot be
proven because they are just how you feel about something. Anyone
else want to explain how an opinion cannot be proven like a fact can?
Okay, I like your thinking, Jalen. Are there any questions so far on our
learning about facts and opinions? Yesterday at lunch, Amoz and Elijah
were talking about if aliens exist or not. I was very interested in their

Design for Learning

conversation, and I noticed Elijah said something very important. Elijah
do you remember what you said to Amoz about aliens existing or not?
Teacher will hope Elijah remembers that he said something along the
lines of You cant prove they exist. It isnt a fact!! Thats right, Elijah.
You said its not a fact. Why do you think he said that? Thats right.
Because no one has actually seen aliens or seen proof of their
existence. So it is not a fact that aliens exist. It is just an idea. Does
that make sense?
Okay so I have different statements out to the side that described my
cookie. Some of them are facts and some of them are opinions. I want
us to categorize the statements into fact or opinion. I might not have
said the statements exactly as they are written on the board, but lets
just pretend like I said them all like they are written up here. Okay, if
you have an answer I want a thumbs up at your chest instead of
raising your hand, please. All right, the first one says I love my
cookie. Augustin, do you think that statement is a fact or an opinion.
Thats right, it is an opinion. How do you know that? Okay, because I
used the word love. That is a feeling. All right, what about It is
yummy. Thats right, Josh. It is an opinion. How do you know that?
Because something could be yummy to one person but not yummy to
another person. It cannot be proven. Good thinking. Okay, what about
This cookie is round. Thats right, Ian. It is a fact. How do you know it
is a fact? Thats right. The shape is proven because it is actually round.
It doesnt have anything to do with how we feel. Teacher will continue
on with each fact and opinion and ask each student that answers why
they think that. She will also ask the class if they agree or disagree. If
someone disagrees, she will call on them to explain their reasoning.
Great job figuring out which statement goes into which category, class.
Now, are there any questions or things we are confused about? Make
sure they are real serious questions, please.
II.

Opportunity for Practice:

All right, so lets try and practice together. This corner is FACT and
this corner is OPINION. I am going to call one of you up and your
reading buddy will come with you. You will draw a statement or
explanation out of my bag. Dont read it out loud yet! You will read it
silently and figure out with your partner if it is a fact or opinion. Once
you have made your decision you may go to the corner you think it is.
Again, that corner is FACT and that corner is OPINION. Teacher will call
on a person and their partner to come up and draw a statement. She
will allow students to go to corresponding corner. Okay now that
everyone has gone to a corner, I will call on each group to read their
statement out loud to the class. They will explain their reasoning and

Design for Learning

try and prove their point like they are in court. If you dont give a good
explanation, then we wont know why you picked that corner. Class, if
you agree then put your finger on your nose. If you disagree with that
partner group then put your hands on your hips. Does that make
sense? All right. Teacher will call on each partner group to read their
statement and explain their thinking. The statements mainly have to
do with school, so that any background or cultural bias is eliminated.
Some random statements might be thrown in as well. She might ask
the other partner a question if the dominating partner is the only one
talking. The class will agree or disagree with each partner group. If a
partner group is wrong, she will call on a student to explain why it is
the other corner (fact or opinion). Wow, I am so impressed. You all
really seem to know the difference between fact and opinion. Lets
head on back to our seats. You may drop your slip of paper back in my
bag please. Teacher will allow students to return to their seats and will
transition to individual practice.
III. Assessment:
So now weve had a chance to do this as a class, then with partners,
and now it is your turn. At your desk I have two sheets of paper. Dont
touch them quite yet! The one on top you are to cut into individual
statements or explanations. Lets cut them well but quickly so that
dont waste too much time on that. When you finish cutting you are to
glue the statement or explanation that goes under FACT or OPINION
depending on what you think it is. Lets put up our privacy folders
because I want this to be your own work, please. Now, I have one
thing. Please make sure you are sure that the statement goes under
the right category before you glue it. We dont want a big mess of
trying to peel them off and ripping and whatnot. Are there any
quesitons? Please make sure you have the proper heading. Ms. Lanier
and I will be open for questions, but try your best to do this on your
own. Teacher will allow students about ten minutes or so to complete
this activity. She will collect them as a formative assessment to see if
students understood. If students get 9/12 or below, then they will need
extra help to see where the confusion is on fact and opinion ideas.
IV. Closure
Okay, great job staying quiet and getting your work done, class. Lets
head to the carpet to talk about what we have learned this morning.
Teacher will allow students to gather on the carpet. Thumbs up if you
learned something today! Okay, thumbs up if you feel pretty confident
you know the difference between fact and opinion. Okay, thumbs up if
you feel like you could explain what an opinion is to me. Teacher will
call on about 3 students to explain opinion. Someone give me an
example of an opinion that we didnt have today. Teacher will call on
about 3 students. Okay, what about a fact. Someone explain a fact to

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me. Teacher will call on a couple students to explain. Now, I need some
examples of facts that werent talked about today. Thumbs up at your
chest if you know. Teacher will call on about 3 students. Wow, great
thinking class. So we learned a lot about fact and opinion, and I am so
proud of you for being so good and listening to me. Now, Ill turn it
over to Mrs. Lanier.
Content and Resources:
M&M Cookie
Promethean Board
T-chart with Statements from Cookie Explanation
Fact and Opinion sheets to show which corner is which
Strips of Paper with statements in a bag
Worksheet with fact and opinion statements to be cut up
Worksheet to glue according to certain category
Extensions and /or Accommodations:
Extension:
Come up with your own facts and opinions about a certain
topic can research facts if needed
Use a book and point out sentences that are facts and sentences
that are opinions
Re-teaching
Students in the red category will have a group meeting with the
teacher. The teacher will ask what questions they have about
what a fact is and what an opinion is. She will go over a fresh
assessment and do it together with the group while talking out
each statement.
Individual Learning Plans
Will be followed as it is written for the specific needs of that
child.