Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Heather Calliham

Lesson # ____5__
Subject/Grade: 2nd Grade/ELA
Date and Time of Lesson: November 19, 2014
Learning Objective: (must support unit objectives identified in TWS 3)
After reading a story about Thanksgiving, the students will be able to distinguish the difference between facts and
opinions by listing 5 examples for each with 100% accuracy.

Alignment with Standards: (must support unit standards identified in TWS 3)

Identify the source and list standards (local, state, and/or national) that align with the learning objective.
2nd Grade standard for logic: 0201.5.1 Fact/Opinion- Distinguish between fact and opinion.
Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS Section 3)
Discuss why your learning objectives are appropriate in terms of development; prerequisite knowledge, skills,
or cross curricular integration, and/or other student needs. Refer back to TWS 1.
This lesson is developmentally appropriate for student needs because they are required to know the difference
between facts and opinions within texts and other areas. For pre-requisite knowledge, the students should
already know what a fact is and what an opinion is.

Social/Emotional: students will be conversing with peers in an open discussion about facts and opinions.
They will be sharing ideas about what each subjects are.
Physical: students will be moving from their desks to the carpet to participate in whole group reading.
Cognitive: this lesson requires students to think and write the differences in fact and opinions based on
a given topic.

Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)

What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with
an assessment.
Lesson Objective(s)
Objective 1
After reading a story about
Thanksgiving, the students
will be able to distinguish the
difference between facts and
opinions by listing 5 examples
of each with 100% accuracy.

Assessment(s) of the
Objective(s)
Assessment for Objective 1
Pre- Ask the students to define
a fact and give examples. Ask
the students to define an
opinion and give examples.
Make sure they are correctly
naming facts and opinions.
During Read the story to the
class and stop throughout to
ask questions relating to
certain areas in the book.
Observe their feedback whether
they mentioned a fact or
opinion.
After Each student will fill out
a worksheet naming 5 opinions
and 5 facts about Thanksgiving
that are related to the read
aloud.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)

Lander University Teacher Education Lesson Plan Template

Rev. 2013

How will you adapt for varying rates of learning (early finishers/slower paced learners), learning styles, and any relevant
diversity issues? What accommodations will be made for students with special needs? Accommodations are based on
data in TWS 1.
For early finishers, I have an additional worksheet for them to fill which includes 14 statements and they must label
whether each one is a fact or an opinion. For slower paced learners, they can finish the worksheets during free work
time or at the beginning of recess with a timer set. There are no students with special needs in my class. There are also
no ELLs so no accommodations need to be made in these areas.
Materials: List all materials needed to implement your lesson; e.g., selected reading(s), video, PowerPoint, etc.

The First Thanksgiving by Linda Hayward

Facts and Opinions worksheet
Fact or Opinion worksheet
pencil
Procedures: Include motivation techniques, grouping, instructional strategies (steps in the lesson), probing questions*,
and lesson closure. Refer to rubrics for specific items that should be included in every lesson plan.
*Procedures must include probing questions that will be asked during the lesson. Probing questions focus student
attention on important elements of the lesson and help them think more deeply about the concepts.
Grouping: Whole class and individual
Probing Question: What is a fact? What is an opinion?
Motivation: Give me an example of a fact and opinion.
Procedures:
1. Have students move to the rug by tables
2. Introduce the book: title, author, and illustrator
3. Ask: who can tell me what holiday is next week? What are some things we know about this holiday?
4. Read the book stopping to ask questions throughout. Have the students turn and talk. Sticky notes will be on
designated pages to guide questions.
5. Call full group back after each question and listen to a few of the partners respond determining whether the
statement was a fact or opinion. Continue reading.
6. After the reading, ask the students more things they learned about Thanksgiving that they didnt know before
the reading.
7. Have students return to seats by calling rows or color squares.
8. Explain the after assessment. Students will label the worksheet in the designated area with the word
Thanksgiving. They will list 5 facts about Thanksgiving that they learned from the book and then 5 opinions
they have about Thanksgiving.
9. For those that finish early, I will give them an additional fact/opinion worksheet.

Activity Analysis: (must support TWS 3 and show use of TWS 1 data)
Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities.
In your explanation include the following prompts:
How each activity (instructional strategy) supports the lesson objective(s).
How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1.
Read aloud: a story about Thanksgiving will be read to the students and as they are listening, they should be thinking
of facts that are being stated. Throughout the reading, they will turn and talk to peers discussing facts and opinions
from the story. Social interaction and critical thinking are important for students needs.
Fact and Opinion worksheet: students will complete worksheets relating to the story about Thanksgiving. They will
distinguish facts and opinions and be able to list at least 5 each. This activity is directly related to the standard for
second grade logic. These worksheets will help determine if students can correctly label facts and opinions.
Technology: Since this was a read aloud and worksheet assignment, technology was not needed.

References:
http://www.superteacherworksheets.com/causeeffectfactopinion/factopinion1_WBNNQ.pdf