Lesson Plan Template

Date: 03/11/2022 Teacher’s Name: Ms. Rodriguez, Ms. De La Cruz,

Ms. Melchiorre and Mr. LoFaro

Subject: ELA Grade level: 6

Learning Segment Title: Fact and Opinion
Length of each lesson: 45 minutes Lesson 1 out of 1

Essential Question(s): What are the defining traits of both facts and opinions?

Learning Standards: Distinguish between fact, opinion, and reasoned judgment in a text. (NYCCLSN Y C C
L S R. LST. 8.8)
CCSS.ELA-LITERACY.CCRA.L.6

Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.

Pre-Assessment: In yesterday’s lesson, the student exit ticket will be for them to create a KWL chart on
fact vs. opinion. The teacher will use this to pre-assess student knowledge and understand the level of
their students before beginning today’s lesson.

Learning Objective: Assessments:

Day 1: Students will classify statements from Day 1: Formative Assessment of Independent
informational texts as fact or opinion. Practice/Homework

Language Objective:
Day 1: Students will define “fact” and “opinion”
in their own words.

Differentiation:

Using the UDL principles, we will provide multiple means of engagement by recruiting student interest in
varying ways. We will focus on optimizing relevance, value, and authenticity by choosing articles with
academic language suitable for different needs, as a type of content differentiation. We will first create
the text for our “challenge” students then work our way downwards, in order to “teach up” and
encourage all students to rise to the occasion.

Small-group activity 2 Differentiation

“Challenge”(known as “Red” group to the students) - Choice between three higher level paragraphs, with
advanced vocabulary
“On Target”(known as “Blue” group to the students) - Choice between three grade-level paragraphs, with
age-appropriate vocabulary
“Remedial”(known as “Yellow” group to the students) - Choice between three more simplified level
paragraphs, with comprehensible vocabulary.

Academic Language

Fact, opinion, T-Chart, academic and content specific language respective to their reading level

Procedure:
Day 1- Lesson Topic:
Anticipatory Set Sponge Activity, Anticipatory Set ,Activating Prior Knowledge
Anticipatory Set: Students will watch the linked Brain Pop video to establish background to what facts
and opinions are. This will be a whole class activity, in which the teacher periodically stops the video and
asks recall and comprehension questions for students to answer.
https://www.youtube.com/watch?v=e7vYwiqP6-c
Activating Prior Knowledge: In yesterday’s lesson, the student exit ticket asked them to create a KWL
chart about fact and opinion, in which they were required to write one bullet point beneath each
respective letter. This was collected yesterday and acted as a form of pre-assessment, allowing us to
know the students’ prior knowledge on this topic. Students will be given their exit tickets back at the
beginning of class to refresh their memory.

Initial Phase Direct Instruction

1. Teacher will address the video and summarize it.
2. As a class, the teacher will construct a T-chart on the board, labeled “FACT” and “OPINION.”
3. Teacher will have quotes from the video and ask students which quotes fit into each category.
4. When proposing questions, teachers will give students independent thought time first, to allow
them to come up with their own answers without outside influence. Then, teachers will direct
students to do a turn-and-talk with their partner. Here, the teacher has an opportunity to create
heterogeneous partners based on the seating arrangement.
5. After the turn-and-talk, the class will share aloud and the quotes will be assigned to their correct
spots on the T-chart.

Middle Phase Guided Practice

1. Students will have the opportunity to pick a paragraph in one of three categories. The categories
include ice cream flavor, pets, and seasons.
2. Based on the article topic they pick, they will be divided into groups. The groups will be culturally
diverse, but students will be able to find common ground over shared interests.
3. In groups, students will work together to extract two facts and two opinions from the text.
4. Students will share their sentence classifications aloud with the group.
5. The teachers will be walking around and monitoring each group, helping identify misconceptions
and misunderstandings, while also watching for conflict.
6. Students will record their sentences in their journal after the teacher verifies their accuracy.

Independent Practice
1. For independent practice, the students will be instructed to pick a topic of their own choosing
and record three facts about it and three opinions.
 2. Students will do this assignment in the form of a T-chart and be encouraged to cite their sources
for their factual pieces of information, as a challenge.
3. On this T-chart, students will need to define “fact” and “opinion” in their own words, hitting the
academic language objective of identifying vocabulary that is essential to the content of the
lesson.

Concluding Phase Closure/Summary

1. Students will be given back their KWL exit tickets from the previous lesson.
2. Students will finish their KWL charts, adding onto the “L” column specifically.
3. Teachers will collect these as a formative assessment and analyze student grasp of the content,
adjusting and revising their future lesson plans accordingly.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
1. The homework will be a continuation of the independent practice. If students do not finish the
independent work during class time, they will be instructed to finish it for homework.

Materials: (items, technology, etc.)

Teacher materials:
● Laptop/chromebook
● Access to Google Classroom
● Whiteboard
● Whiteboard marker/eraser
● Copies of the homework

Student materials:
● Laptops/chromebooks
● Access to Google Classroom
● Writing utensil
● Notebook

Resources: (located on continuing pages)