Lesson Title Fact Vs.

Opinion and Citing Resources

Date
March 7, 2023

Lesson # Week 3, day 2 Subject ELA

Time 60 Teacher Marla Orr

General Learner Outcomes (GLO’s)

General Outcome 1
Students will listen, speak, read, write, view, and represent to explore thoughts, ideas,
feelings, and experiences.
1.1 Discover and explore
1.2 Clarify and extend
General Outcome 2
Students will listen, speak, read, write, view, and represent to comprehend and respond
personally and critically to oral, print, and other media texts.
2.1 Use strategies and cues
*General Outcome 3 includes elements of planning, gathering and organizing information

Specific Learner Outcomes (SLO’s)

1.1 Express ideas and develop understanding
x use appropriate prior knowledge and experiences to make sense of new ideas and
information
x read, write, represent and talk to explore personal understandings of new ideas and
information
x use own experiences as a basis for exploring and expressing opinions and understanding
Experiment with language and forms
x select from provided forms of oral, print and other media texts those that best organize
ideas and information and develop understanding of topics
1.2 Consider the ideas of others
x seek the viewpoints of others to build on personal responses and understanding
Combine ideas
x use talk, notes, personal writing and representing to explore relationships among own ideas
and experiences, those of others and those encountered in oral, print and other media texts
Extend understanding
x search for further ideas and information from others and from oral, print and other media
texts to extend understanding
2.1 Use prior knowledge x describe ways that personal experiences and prior knowledge
contribute to understanding new ideas and information
x use knowledge of organizational structures, such as tables of contents, indices, topic
sentences and headings, to locate information and to construct and confirm meaning
 Objective(s) Assessment Resources Universal
Design
Identify and Discussion Voices of Canada *Actions with word
distinguish between Textbook association (fact –
opinion and fact Conferencing with point to palm like it is
students Notes from Social a book, opinion –
Studies Regions unit
What animal that is point to head and
native to Canada, would heart)
I like to learn more Dry erase markers
*Think/pair/share
about?
Vertical surfaces *gather responses on
How will I gather and
board
record my findings? Handout to record *vertical surfaces
information *Question/group
What resources are discussion
available to me? Slide(s) *Observation
*Conference with
individuals/groups
*gallery walk
*Students inquire –
write questions to
guide their
exploration and
discovery
*task on a slide

Introduction 2 min
We have been learning about informational writing. Our first discussion about that
was when I showed you the video of myself making bread after I told you a story. Each of
you have written a story, step-by-step instructions, and a persuasive paragraph. Now we
are going to explore finding and recording factual information.

Learning/Activity Sequence
How will students engage, explore, explain, elaborate and/or evaluate their understanding of
the outcomes?
Teacher is Students are Time
Think/pair/share
Think about how you would explain what a 5
fact is Students are thinking to
themselves
Share with a neighbour
Consider what your neighbour says
and share what you think
Share with the class – list responses on
board Sharing responses
What resources do we have available to Responses (internet, dictionary, 15
know if our definition is correct? etc).

The laptops were not available today so

let’s look in a dictionary – 1 per table – help Students look up FACT in the
look up the word and read outloud for the dictionary
group – check the list on the board to see
how our list compares with the dictionary

Now that we know what a fact is – what are responses

some examples of facts?
For example, today in Lethbridge it is
Tuesday, March 7
I could also say, something like “cats are
felines” or there are bats in Alberta.

Sometimes we may share our opinions

thinking they are facts. Discuss in your discussion
groups, how you would define OPINION

Let’s list your responses. responses

Look up OPINION in the dictionary Students look up OPINION in the

dictionary

Gather responses and write on the board

near our fact description

Let’s play a little game! Actions 10

I will say a phrase and you will show Students copy the actions, ask a
whether you think it is an example of a fact students to repeat or show what
or opinion FACT and OPINION are

Demonstrate and practice

Show fact by pointing to your palm like the
palm is the dictionary

For opinion, point one hand to your head

and one to your heart

“There is snow on the ground outside” Actions to show responses

“I like snow”
“Indigenous peoples lived on this land
before explorers came”
“Greenland is a nice place to visit”
“Vikings discovered and named
“Greenland” before coming to what is now
Newfoundland”
“Bats are scary”
There are bats in Alberta
We had voyageur day on Friday
Métis speak Michif and developed their
own culture combining Cree and French
traditions and language
Samuel de Champlain was a French explorer
I think Vikings are cool
Etc.

NOTE: read the room – groups may be able

to do this on their own using information
we have learned in social studies
Brainstorm, list on vertical 10
Thanks for playing the game! surfaces

We are going to use some more

information from social studies to help us
with our next task.

The task is to learn about an animal that is

native to Canada – what does that mean? Responses may include (animals
born in Canada, found in Canada,
at the zoo? – no)
Remember some of the animals you
discovered from different regions

We are going to do a quick brainstorm

activity – you will go to a vertical surface Students gather at vertical surfaces
and use a dry erase marker to write down – list as many animals as they can
as many animals as you can think of that in 5 minutes
are native to Canada.
You can use your notes from your social
studies binder and a textbook

I will set my timer for 5 minutes – write as

many as you can
Gallery Walk 10
We are going to do a Gallery Walk like we
did after our jigsaw activity last week Walk, read lists on vertical surfaces

Your next task is to select an animal that Choose an animal to research and
you would like to learn and make a poster learn about
about. If you have another idea, come talk
to me.As you walk around, consider what
animal you would like to learn about and
research.

HAND OUT RESEARCH sheet

I have placed a handout on your desk. If you
have decided what animal, you would like Write animal Rest of
to learn about – write it on the top of your time
paper

Next, turn the paper over and write some

questions to guide your research. For Offer ideas of questions
example, let’s say I want to learn about
polar bears. One question might be, “What
do Polar bears eat?” or “Where do polar
bears sleep?” What other questions could I
write down?

We are going to be gathering facts. Refer to

the list on the board about what a fact is. Look at board

Authors do research to inform their

writing. Write inquiry questions
You will need to use resources like your
textbook, the internet, and informational
texts from the learning commons to get
your information. List your inquiry
questions. We have done this before in our
class – can you think of when? (for science and for social studies)
Now we can do it in writing.

*Read the Room - Using a whisper voice,

discuss with your neighbour or two, some
questions and record on the back of the
yellow sheet.

We will have the laptops on Thursday so

that you can look up things about the
animal you have chosen

If you have 4 or more questions, you can

begin looking in the textbook. As you do Students can begin their research
find information, write where you found using the textbook
that information in the space provided.
(Give an example)

Conclusion 3 min
How will you ensure students walk away with a sense of understanding the purpose of the
lesson and its importance to their learning?
Today, we discussed the definitions and differences between facts and opinions. Our task will
be focussing on collecting facts about an animal in Canada. Your poster or book will inform
your readers about your findings. Place this sheet in your book bins.
 Reflection
Was the objective reached? What went well? What would I change for next time?