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Facts and Opinion Teacher Resources
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Fifth graders examine the differences between fact and opinion and how to infer meaning from text. They define and discuss the meaning of fact and opinion, and in pairs read three short stories. Students answer worksheet discussion questions and opinion questions related to the short stories and discuss the answers as a class.
Fifth graders practice discriminating between fact and opinion, and inferring meaning from text. Working in pairs, they read short stories one paragraph at a time while focusing on both comprehension and fluency. Finally, in the student practice they read a selection and answer comprehension questions.
Students read statements representing different points of view on Genetically Modified Food. They identify the "facts" and "opinions" in each statement, and then briefly summarize the issue of Genetically Modified Food in a short paragraph. Pupils research and create an essay expressing their own opinion about Gentically Modified Food, using citations from these statements and other sources to support their conclusions.
Learning to recognize the difference between statements of fact and opinion is an essential skill in our media-rich culture. This detailed resource provides your class members with multiple opportunities to practice this skill. A list of activities, graphic organizers, research connections, extensions, and a rubric are included.
Sixth graders debate the issue of school uniforms as they study the difference between a fact and an opinion. They convert factual statements to opinion statements and vice versa. Using this knowledge, 6th graders recognize fact and opinion statements in writing and eventually write using both factual and opinion statements.
Young writers work backward to analyze persuasive techniques. As a class, work through the provided persuasive letter: a plea to an imaginary city council to lift a city-wide ban on fast food restaurants and discount stores. Start by identifying the arguments made in the letter and then filling them into the included graphic organizer. After reviewing the materials in the resource, break your class into groups to write their own persuasive letter on a topic of your choosing.
Groups of junior highers find newspaper articles which contain both facts and opinions, and present examples of each to the class. The focus is on discerning between fact and opinion. Two excellent worksheets are embedded in the plan which reinforce the differences between fact and opinion. Nice lesson!
Students examine consequences of using atomic bomb in light of resulting peace, distinguish between fact and opinion and analyze sources to recognize bias and points of view, and assume role of reporter, critic, cabinet member, or observer to write letter, article, or report evaluating usage of atomic bomb.
Encourage your pupils to become responsible citizens by teaching them how to take a stance on an issue, research it, and then write a formal letter expressing their concerns. Worksheets, graphic organizers, and charts are included. You can use these materials with the provided informational texts, or apply the materials to any relevant issue you would like your class to investigate. You might also hold a poll and have your class choose a focus!
Class members examine two persuasive essays on the same topic but with opposing arguments. After identifying the introduction, thesis, support, rebuttal, and conclusion of these models, individuals select a controversial topic and craft a persuasive essay presenting their stance on this topic.
Help your 4th graders find their heroes in this ELD lesson. Using three stories from Houghton-Mifflin ("Happy Birthday, Dr. King!" "Gloria Estefan," and "Lou Gehrig: The Luckiest Man"), they will analyze the traits of a hero and relate these true stories to their own lives. They can also practice expressing cause and effect, making judgments, and stating fact versus opinion. The lesson is differentiated into Beginning, Intermediate, and Advanced levels for developing learners.
Various Muslim holidays and their meanings are researched and your students will predict whether or not they should be recognized on the New York City school calendar. An extension could be to write a letter to the Mayor about their suggestions, this would develop and clarify your class's reasoning.
Students apply techniques of distinguishing between fact and opinion. Students identify words associated with persuasion and argument. Students read and categorizer a variety of newspapers and articles. Students identfy bias in a football report and re-write the story, making it fair and balanced.
Writing a persuasive argument starts with a clear thesis. Using this resource, your class will write a persuasive paper on a conservation issue. They will then transform their argument into a 30-second public service announcement. If your class doesn't have access to video and editing software, they can present their announcement in front of the class.
“Should same-sex marriage be allowed?” As part of a study of recognizing logical fallacies learners read John Stemberger’s April 12, 2012 argument against same-sex marriage published on the opinion page of the Orlando Sentinel. They then label a series of statements taken from the article as facts, opinions, or a mixture of the two. Class members also examine other arguments and search for the presence or absences of fallacies. The topical nature of the subject is sure to engage your pupils.
Students use a five-step process to write a persuasive essay about an issue that is related to the Mississippi River. Students build an argument based on prior knowledge and information from a variety of sources. Students base their research on a hot topic related to the river and write an essay that gives great detail for their opinion.