Rush Strong School 201112

TEAM Lesson Plan Fact and Opinion

Teacher: Mary K. Morris Grade/Subject: 3rd Grade Unit: Fact and Opinion / Jalapeno Bagels (reading story) Lesson Title: Fact and Opinion Reference State GLE's, SPI's, Checks for Understanding, and/or STATE STANDARD(S)
Common Core Standards SPI 0301.5.2 Distinguish between fact and opinion within text.

LESSON OBJECTIVE

Clear, Specific, and Measurable Student-Friendly: "The student will" Explicitly Stated for Students Includes Sub-Objectives

I can, when given a statement, distinguish between fact and opinion. I can generate facts and opinions on given topics.

ASSESSMENT/EVALUATION

Measures Student Master In More Than Two Ways Aligned with the Lesson Objective Includes Measurable Formative and Summative Assessments Requires Written Task

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There will be various formative assessments in this lesson. Students will use response dials during the lesson to respond to questions on a PowerPoint presentation. During this portion of the lesson I will use a check list to keep record of student responses. During the group activity, students will be giving facts and opinions in response to questions, but they will also have to write a question and reflect on what they are learning. I will be observing the students as they participate in this activity. Throughout the lesson I will be using various questioning techniques to ascertain their levels of understanding. I will also use strategies such as fist to five to have the students show me their levels of understanding at various points in the lesson. The lesson itself is also formative because this is an objective we work on continuously throughout the year in a variety of ways. One form of summative assessment for this lesson is the bagel activity, during which they must generate and write 2 facts and 2 opinions about their bagels in the form of sentences. Another form of summative assessment is the paragraph that they will write at the end of the lesson. They will be required to write a paragraph about something on their Expert Lists. Number of sentences required will be based upon student learning levels (4-5 for each category for higher, 2 for lower, etc.). Summative assessment will also be given in the form of our weekly reading test. I will use the information gleaned from the assessments to determine the depth in which I will teach this topic in the future. If the majority of the students master the objectives, the topic will only need to be briefly reviewed throughout the year, requiring fewer progress checks. If several students struggle, multiple teaching strategies and formative assessments will be continually used to insure future success.

MATERIALS
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Aligned with the Lesson Objective Rigorous & Relevant

Dog photo for fact and opinion cues Notebook paper Carfax video clip Lesson outline Fact and opinion PowerPoint presentation Activ Slate Response dials - one for each student Bags containing individualized fact and opinion questions Index cards for group activity exit tickets Fact/Opinion chant poster Bagels Fact and Opinion T-chart for bagel activity Writing notebooks Motivator/Hook Essential Questions (Higher Order) Activating Prior Knowledge Real-World Connections

ACTIVATING STRATEGY

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Begin with provoking photograph and ask students to tell you about it. They will give facts and opinions. You will sort them as they write them, but you will not tell that you are sorting them into facts and opinions. What do these responses have in common? Why is it important to be able to tell the difference between a fact and an opinion? What if we all agree? Does that make it a fact?

INSTRUCTION

Step-by-Step Procedures/Sequence Discover/Explain Direct Instruction Modeling Expectations I Do Planned Questioning That Encourages Higher Order Thinking Grouping Strategies Differentiated Instructional Strategies to Provide Intervention & Extension

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- Have the students draw a T-chart (without headings) on a sheet of notebook paper. You will write one on the board. Begin the lesson by showing the students a picture on the TV screen of a very interesting dog. What can you tell me about this picture? As students give responses, write all of the facts on one side of the T-chart and all of the opinions on the other. However, do not tell them that is how you are separating them. Have students copy you. Ask the students what the statements in each column have in common. - State the objective of the lesson and have the students repeat it with you. Go over the outline of the lesson for the students and share expectations. - Define fact and opinion and write brief definitions on the board. - Teach the students a chant/song to help them remember fact and opinion. Model it and then have them do it with you at least twice. - Call on a few students to tell you the difference between the two. Now have the students look back at the T-chart and decide which heading goes where. Orally give about 5 quick examples and see if the students can tell you if the statement is a fact or an opinion. - Why is it important to know the difference between facts and opinions? When do we use these in real life? Take student responses and provide feedback and further probing questions. Connect to prior learning by explaining how our persuasive writing we have been doing includes facts and opinions. Which ones are more convincing? Also explain how opinions help us know how others feel, yet facts are useful when describing something. Give another example by showing the Carfax video clip. Explain how the car salesman is trying to give his opinion, but the buyer wants the carfax. Relate this to real-life experiences. - Repeat the song once. - Stop and have the students use fist to five to show you their levels of understanding at that point. Adjust accordingly. - Pass out response dials to the students. There will be 3 options - Fact, Opinion, and ?. Restate objectives, focusing on the first. Use a PowerPoint presentation that has various statements. Read a statement aloud and have the students use their response dials to display their answers. Record their answers on a checklist once everyone has responded. Choose one student (for each statement) to use the Activ Slate to click the fact option or the opinion option to reveal the answer on the PowerPoint. - Restate objectives, now focusing on the second. Explain how students will be divided into groups of three or 4 based on similar interests (Groups will be varied by ability, gender, etc. when possible.) Each group will have a bag with a variety of questions inside, based on the group interests- What is your opinion of this...What is a fact about that. Students will take turns pulling out a question. The student will read it, and the other two people will have to reply. Students will do this until the bags are empty or time is up. Then have the students use an index card and write question (related to the same topic) on one side to ask the other students in his/her group. Each will do this individually. Have them ask each other their questions. After this, have them think of what they have learned so far about facts and opinions and write it on the other side. Call on some students to share after everyone finishes. - Because the weeks reading story is Jalapeno Bagels, give each student a bagel and explain that they will be writing about them. Give each student a sheet that has a place to write two facts and two opinions. Explain that they will first look at their bagels, and take what they already know and write down two facts in the form of sentences about the bagels. Then have the students eat their bagels and write down 2 opinions in the form of sentences. As they finish, have them pair and share what they wrote with a neighbor. - Have the students stand up and repeat the fact and opinion chant/song with you. - Close the lesson by having students choose a topic from their writing expert list. Show students an example paragraph, explaining that they will write a paragraph about their chosen topics using a designated number of facts and opinions (higher students - 4-5 sentences each, struggling students 2 sentences for each). Instruct them to underline fact sentences and circle opinion sentences. They will do this in their writing notebooks. - As students finish early, have them share what they wrote with other students that have finished. - When everyone has completed this, call on a few students to answer the following questions: What is a fact? What is an opinion? Why is it important to be able to distinguish between the two? How do we use facts and opinions in our everyday lives? - Finally have the students state the objectives aloud and show me the fist to five to demonstrate their levels of understanding.

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GUIDED & INDEPENDENT PRACTICE
We Do-You Do Student Work Encourages Higher Order Thinking & Problem Solving Relevance to Students' Lives Differentiated Strategies for Practice to Provide Intervention & Extension

- Pass out response dials to the students. There will be 3 options - Fact, Opinion, and ?. Restate objectives, focusing
on the first. Use a PowerPoint presentation that has various statements. Read a statement aloud and have the students use their response dials to display their answers. Record their answers on a checklist once everyone has responded. Choose one student (for each statement) to use the Activ Slate to click the fact option or the opinion option to reveal the answer on the PowerPoint. - Restate objectives, now focusing on the second. Explain how students will be divided into groups of three or 4 based on similar interests (Groups will be varied by ability, gender, etc. when possible.) Each group will have a bag with a variety of questions inside, based on the group interests- What is your opinion of this...What is a fact about that. Students will take turns pulling out a question. The student will read it, and the other two people will have to reply. Students will do this until the bags are empty or time is up. Then have the students use an index card and write question (related to the same topic) on one side to ask the other students in his/her group. Each will do this individually. Have them ask each other their questions. After this, have them think of what they have learned so far about facts and opinions and write it on the other side. Call on some students to share after everyone finishes. - Because the weeks reading story is Jalapeno Bagels, give each student a bagel and explain that they will be writing about them. Give each student a sheet that has a place to write two facts and two opinions. Explain that they will first look at their bagels, and take what they already know and write down two facts in the form of sentences about the bagels. Then have the students eat their bagels and write down 2 opinions in the form of sentences. As they finish, have them pair and share what they wrote with a neighbor. - Have the students stand up and repeat the fact and opinion chant/song with you.

CLOSURE

Reflection/Wrap-Up Summarizing, Reflecting, Restating, Connecting Student Engagement

- Close the lesson by having students choose a topic from their writing expert list. Show students an example paragraph, explaining that they will write a paragraph about their chosen topics using a designated number of facts and opinions (higher students - 4-5 sentences each, struggling students 2 sentences for each). Instruct them to underline fact sentences and circle opinion sentences. They will do this in their writing notebooks. - As students finish early, have them share what they wrote with other students that have finished. - When everyone has completed this, call on a few students to answer the following questions: What is a fact? What is an opinion? Why is it important to be able to distinguish between the two? How do we use facts and opinions in our everyday lives? - Finally have the students state the objectives aloud and show me the fist to five to demonstrate their levels of understanding.

CROSS-CURRICULAR CONNECTIONS

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During this lesson students will make connections between logic and writing. They will see that recognizing facts and opinions in a passage actually helps them generate their own when writing. Students will also see a connection to science inquiry when they are observing and recording information about their bagels.

NOTES/ SPECIAL CIRCUMSTANCES

Both of my special education students will be participating in this lesson. They are typically pulled out for reading for a portion of our reading block, but they will be with us for the duration of the lesson. One of these students, Aaliyah, has extreme difficulty reading. She may require me or another student to read some of the questions from the bag in the group activity for her. She and a few others will also need extensive help during the writing activity, which I will provide while circulating throughout the classroom. Also, I have recently set a new classroom management system (in addition to our regular one) into effect due to the increased tendency of my students to interrupt myself or others while we are talking, or to yell answers out. This is a system in which they may move their fish to a 1 or receive a Post-it on their desks. We are in the beginning stages of this, so it may seem like a lot at first, but I am trying to remain hard and consistent at the start. It has already helped immensely. I wanted there to be an awareness and understanding of this.