Sharon has an Masters of Science in Mathematics and a Masters in Education
After this lesson, students will be able to:
- define facts and opinions
- discriminate between facts and opinions in a variety of situations
- identify examples of facts and opinions in text
45 minutes to one hour
- Articles from different sources on the same topic, such as coverage of a weather pattern, celebrity, sporting event, or politician (one 'packet' of articles for each group)
- Chart paper
- Bias/media bias
Distinguish among fact, opinion, and reasoned judgment in a text.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
- Connect students to learning and refresh prior knowledge by giving them 3-5 minutes to brainstorm and write everything they know about facts and opinions. Share and discuss answers and list on a T-chart labeled 'Fact' and 'Opinion.'
- Define terms and check for student understanding.
- Tell students they will be learning about simple and more complex facts and opinions.
- Start the video Listening for Facts and Opinions. Allow students to take notes, if desired.
- Ask students to consider why it's important to be able to differentiate between fact and opinion as they listen to the video.
- After the video ends, discuss:
- What are some ways you can tell the difference between fact and opinion?
- Why do some people try to use statistics as facts when they are really opinions?
- Share examples of facts and opinions mixed as one, or media bias.
- Return to the question you posed at the beginning of the lesson and discuss.
- Make sure students have necessary understanding and notes.
- Divide students into small groups and distribute topic packets.
- Explain that students should read the articles and search for facts and opinions.
- Ask students to create a T-chart listing facts and opinions found in articles, along with the sources.
- Have each group answer these questions:
- Which periodicals use more facts?
- Which periodicals use more opinion?
- Hypothesize why certain periodicals favor facts/opinions.
- Ask students to record information on chart paper titled with their topic.
- Circulate the room and support student learning.
- Share work; encourage students to discuss, evaluate and support other groups.
- As an exit slip, ask students to write a fact and opinion about today's lesson.
- Research campaign speeches and search for facts and opinions.
- Have students conduct personal research on how often friends and family members stated facts vs. opinions on a given evening. Hypothesize before the research and discuss/write about results.
- Play fact/opinion drama games. List facts and opinions on index cards. Students act out the statement on the card, attempting to 'fool' their audience. Other students guess if it is a fact or an opinion.
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