Kristan T.

Cindy D.

Lesson Cycle 6th Grade ELA

Lesson Title/Topic: Fact or Opinion?

Concept: Separating fact from fiction

Learning what makes a fact and what makes an opinion

Standards/Rationale: 110.18(b) 11(A)(B)

Reading/Comprehension of Informational Text/Persuasive Text: Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text to support
their analysis. Students are expected to:
(A) compare and contrast the structure and viewpoints of two different authors writing for the
same purpose, noting the stated claim and supporting evidence; and
(B) identify simply faulty reasoning used in persuasive texts.

Learning Target: Assessment:

TSW distinguish between facts and Debate

opinions in interview transcript 60% of the
time.

Materials: YouTube video Computer

Paper Projector
Pen/Pencil Kagan Cooperative Learning page 6.2
Notecards Highlighters

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set: ~5 minutes
Watch YouTube video and make
Present YouTube video of President inferences about specific facts and
Trump discussing climate change. opinions heard throughout the video.

We are going to watch a video of an interview on

Climate change. See if you can pick out any
opinions and facts.

https://www.youtube.com/watch?v=CsUrbwlRjfI 1:08
Q1: Did you hear any opinions stated in this video?
Q2: How do we know? What were some examples?
Q3: Did you hear any facts stated in this video?
Q4: How do we know? What were some examples?
What statements can we prove are true by looking at
records?
Teacher Input: ~15 minutes
Write certain phrases on the board asking if the
phrase introduces a fact or opinion:
1) I think that
2) We know that
3) Studies show
4) It has been proven
5) My uncle says
Introduce an article on climate change on the
projector:
http://ngm.nationalgeographic.com/2015/11/climate-
change/introduction-text
Read article out loud with students highlighting
opinions in yellow and facts in pink.
Guided Practice: ~7 minutes
Group students into groups of four.
Showdown:
Write questions on notecards for groups to answer,
assign a leader in each group. Ask the questions:
What is an opinion
What is a fact?
Give an example of an opinion.
Give an example of a fact.
How would using facts in your writing validate you
as an author?
What would result if you tried to use an opinion as a
fact?
A1: Yes/no?
A2: Heard phrases like I (dont)
think, I (dont) believe.
A3: yes/no
A4: Heard phrases such as
The seawaters are rising -interviewer.
We have something to do with clean
air and clean water -Mr. Trump
State whether the phrase is introducing
a fact or opinion
Students will read the article on the
projector out loud with the teacher
After completed reading, students and
teacher, working together, will
highlight with the correct color, each
statement that is an opinion (yellow) or
fact (pink).
Organize into assigned groups of four.
Answer the Questions:
What is an opinion
What is a fact?
Give an example of an opinion.
Give an example of a fact.
How would using facts in your writing
validate you as an author?
What would result if you tried to use an
opinion as a fact?
Use the power zone to walk around the room while Collectively share answers in class
groups are working to ensure on-task behavior. discussion during review of questions.

During class discussion, ask each group a different

question, ensuring each group answers two
questions, covering all questions to engage students
in class discussion.
Independent Practice: ~10 minutes

Count students 1,2,3,4,5,6. Find their new group members.

Tell them to move to find students with their same Create one fact and one opinion
number. (New groups, allows them to move statement.
around).
Take turns in their groups sharing their
Structure Function: Fact-or-Opinion statements.
(Variation of Fact-or Fiction)
Decide which statements are fact and
Instruct students to write down an opinion and a fact which one is an opinion.
statement about climate change.
Congratulate each other for
Each student will take a turn saying their two cooperatively classifying the
statements. statements.

Group members will guess which one is fact or

opinion.

Congratulate each other on a job well done.

Each student will have a turn in the group to read

their statements.

Closure: ~ 2 minutes

Say 5 statements: 2 are facts, 3 are opinions. Listen to each statement read a loud
1) Climate change affects the whole world, not
just the United States. Stand if the statement is true and sit if
2) I think climate change doesnt have a the statement is false.
significant impact on the planet.
3) Global temperatures are climbing.
4) We are not doing enough to stop climate
change.
5) Trying to stop climate change is pointless.

Ask students to stand if they believe the statement is

a fact and sit if the statement is an opinion.
Options:
Enrichment: Reteach:

Peer coaches will be relevant in these groups Provide visuals for students who struggle
for students who are struggling to grasp the with separating fact from fiction and who do
fact and opinion concept. not see a pattern in the phrases used when
forming fact and opinion statements.

Modifications/Correctives:

References:
https://www.youtube.com/watch?v=CsUrbwlRjfI

http://ngm.nationalgeographic.com/2015/11/climate-change/introduction-
text

Kagan Cooperative Learning, Find-the-Fiction, page 6.26

Kagan Cooperative Learning, Showdown, page 6.35