SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards

DETAILS
Ty George
Literacy/Reading
7th
4/7/15
Points of view are determined through opinions
Facts are statements that can be proven

What makes a fact more important than a opinion?

E08.B-C.2.1.1: Determine an authors point of view or
purpose in a text and analyze how the author acknowledges
and responds to conflicting evidence or viewpoints.
E08.B-C.2.1.2: Analyze in detail the structure of a specific
paragraph in a text, including the role of particular sentences
in developing and refining a key concept.
E08.B-C.2.1.3: Determine how the author uses the meaning
of words or phrases, including figurative, connotative, or
technical meanings, in a text; analyze the impact of specific
word choices on meaning and tone, including analogies or
allusions to other texts.

Objectives

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

During readings on fact and opinion based articles,

students will be able to identify points of view in others
writing, correctly, three out of four times.
During readings on fact and opinion based articles,
students will be able to analyze which statements are
facts and opinions and how those sentences are
structured four out of four times.
After the reading of the articles, students will be able to
create fact and opinion based words or phrases and
give two examples of each.

Students will be observed as they highlight material in

the text to make sure it is correct.
Have students write on paper one fact and one opinion
from each of the four articles they read.
At the end of class students will turn in an exit slip
giving two factually based sentence example and two
opinion-based examples theyve created.

CK

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

Critical Thinking, Problem Solving, and Decision Making

Make Judgments and Decisions

ADHD- Hand the student each article one at a time so
he/she does not rush through them all quickly.
BLR- Find articles that are a grade level or two lower so
that he/she will have an easier time.
VI- Have the articles enlarged for the student so he/she
can more easily see them.
ALR- Find articles that are above the 7th grade level to
challenge them effectively.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge

Hook/Lead-In/Anticipatory Set
Ask the question, Am I the greatest football player to
ever play? This will cause students to identify if this is
true or not using facts and delegate if this statement is
strictly an opinion.
Big Idea Statement
Points of view are determined through opinions
Facts are statements that can be proven

Essential Questions Statement

How can students determine what is fact and opinion in
reading/writing?
Objective Statement
During readings on fact and opinion based articles,
students will be able to identify points of view in others

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Evaluation of

writing, correctly, three out of four times.

During readings on fact and opinion based articles,
students will be able to analyze which statements are
facts and opinions and how those sentences are
structured four out of four times.
After the reading of the articles, students will be able to
create fact and opinion based words or phrases and give
two examples of each.

Transition
Students will come up and get all their articles,
then come up and get their own paper for the
second objective, and lastly come get sticky notes
for their exit slip.
Key Vocabulary
Fact and opinion
PreAssessment of Students

Modeling of the Concept

Students will observe on the Elmo or projector an
article being broken down by what is fact and
what is opinion.
Guiding the Practice
Students will work in pairs for the first two articles they
read.
Providing the Independent Practice
Students will complete the last two articles
independently.
Transition
Students will return to desk after receiving each of the
items needed for the task
Adaptations/Accommodations for Students with Special
Needs
ADHD- Have a squeeze ball ready for him so that any
time the student needs to expend some of that energy it
can be done through the ball.
BLR- Find articles that are a grade level or two lower so
that he/she will have an easier time. Also assisting the
student with any words or phrases they struggle with or
read some sections with them.
VI- Have an audio recording for students with visual
disabilities. This will help them receive the information
without them having to struggle to see it.
ALR- Have the student find three or more examples in
each of the articles given. The student will also be
asked to review one more article to be sure they get
extra practice at the level they need.
Formal Evaluation

the

Learning/Master

y of the
Informal Evaluation
Concept
Observing what the students are highlighting and what
they writing for facts and opinions in the articles.
Students will turn in an exit slip of fact and opinion
examples.
Closure
Summary & Review of the Learning
Students will turn in an exit slip of two facts and
two opinions they have created on their own.
Homework/Assignments

Reading
Articles
Materials
Elmo
Technology
Sticky post-it notes
Equipment
Supplies
Teacher

Self-reflection