Lesson Plan Guide

Teacher Candidate: ​TiaNesha Dye Date: ​April 24, 2019

Grade and Topic: ​Grade 2, English Language Arts Length of Lesson: ​1 hour and 30 minutes

Mentor Teacher: ​Mrs. Jennifer Townes School: ​University of Memphis - IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA​:

● The Fact vs. Opinion lesson will teach scholars how differentiate a statement that can be proven versus a
statement that is based on personal feelings or beliefs. TSW demonstrate this knowledge by creating
Glogster (online poster), answering questions, and creating a story of their own that is filled with both
fact and opinion sentences. Overall, TSW learn how to decipher whether a statement is factual or not,
which will be resourceful in future readings in class and their own everyday lives.

LESSON OBJECTIVE​:
The goal of this lesson is for students to know the difference between a factual and opinionated statement and can
exhibit their gained knowledge by creating an online poster of their own facts and opinions, answering a series of
questions correctly, and creating a story that includes both.
● Given a pre-test after the introduction, TSW be formatively assessed to demonstrate the knowledge that
they have retained thus far.
● Given a computer and word processing software, TSW be able create their own short story
demonstrating their knowledge of facts and opinions with a 4 out of 4 on the rubric.
● Given the Web 2.0 tool, Glogster, TSW create their own online poster highlighting two facts and
opinions in a unique way.

STANDARDS ADDRESSED:
State/District, Common Core Standards
● 2.SL.PKI.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
● 2.SL.PKI.5 Add audio or visual elements to stories or recounts of experiences, when appropriate, to
clarify ideas, thoughts, and feelings.
● ​2.W.TTP.1 Write opinion pieces on topics or texts.
a. State an opinion.
b. Supply reasons to support the opinion.
ISTE State Standard(s)
● 1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
● 2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.
a. Students demonstrate an understanding of and respect for the rights and obligations of using and
sharing intellectual property.
 ● 3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.
a. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data
or other resources.
● 6. Creative Communicator: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.
a. Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.

MATERIALS​:
● Pencil
● Introduction Video- ​https://www.youtube.com/watch?v=FIyt5pEcE_g
● Pre-test
● Computers
● Glogster (Online Poster)- ​www.glogster.com
● Google Docs- ​www.docs.google.com
● Jeopardy Enrichment Game- ​https://jeopardylabs.com/play/fact-and-opinion4
Technology Integration
Students will use the websites above to create their own projects that will include facts and opinions. Glogster and Google
Docs are both Web 2.0 tools where students can collaborate or work individually to produce a unique visual and short
stories to show their comprehension of the difference between fact and opinion statements.

BACKGROUND and RATIONALE​:

● Students will be able to decipher whether a statement is factual or based on personal beliefs and feelings.
They will produce their own fact and opinion statements and add photos that relate to each statement
that they compose. The students will also write a short story to further show the knowledge they have
gained throughout the lesson.
● Academic language: fact, opinion, true, belief, feelings, proven, true
● This lesson correlates with students’ prior knowledge of formulating their own opinions regarding a text
or topic and providing reasoning with the support of their educator. Students will already know how to
describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
respective to previous lessons in first grade and kindergarten.
● With this lesson, TSW take the requisite skills they have learned prior and apply them to the activities
aligned within this lesson plan. They should be able to successfully relate the differences of both fact
and opinions and create their own statements with exemplary mastery.
● The educator will be aware of the accommodations that needs to be made to best fit the demands of
differentiated learners, gifted, disabled, and ESL students. Ultimately, accommodations will be made for
other students who simply cannot comprehend the material to help reach mastery of the objectives.

PROCEDURES AND TIMELINE:

Introduction (20 minutes)​:
● To begin, TTW make the class aware of the standards and objectives of the day’s lesson by
instructing everyone to read collectively from the board. This will inform the students of what
will be expected for them to master by the end of the lesson. Once this is finished, TTW will
play the introduction video to reveal the topic of the lesson and to encourage the class to actively
participate. TTW lead a discussion amongst the class at the end of the video to review what was
explained. TTW will ask the students:
○ What is a fact? Can facts be proven?
 ○ What are opinions? What makes a sentence an opinion?
● TSW raise their hands and will recite their answer aloud once their name is called upon. TTW
then say, “Great job class. I will now say a list of sentences and after each one I would like
everyone to say collectively whether it a fact or a opinion. I will then ask one student to tell me
why they chose the answer they did. Then, I want everyone to place their thumbs up if you agree
with the student’s response or a thumbs down if you disagree”. TTW make sure the class knows
the correct answer before proceeding to the next statement. Some statements the teacher may
include could be:
○ Dogs are the best pets.
○ Cats are scary.
○ I am a woman/man.
○ I am a teacher.
● TSW will answer with their peers whether each statement is a fact or opinion. After a student
gives their reasoning for their answer, then the rest of the class will hold up a thumbs up if they
agree or a thumbs down if they disagree. TTW then wrap up the discussion by repeating the
definition of both fact and opinion to the class.
● TTW pass out a pre-test to each student of the class to formatively assess what the students have
retained after the teacher led discussion. The pre-test will consist of questions that will test their
knowledge of facts and opinions. TSW complete the handout with a pencil and wait silently until
time is up. TTW then go through the pre-test with the class to ensure that everyone is prepared to
move to the next step in the lesson.

Procedures (60 minutes):

Google Docs: Short Story (30 minutes)
Teacher Procedures:
1. After the Introduction, TTW inform the students about the short story activity that they will
complete. The teacher will instruct the students that they will be creating a word document with
Google Docs to type their short stories to later accompany their Glogster. The teacher may say,
“With this assignment, you must create your own short stories including three facts and three
opinions. Some things to remember while you are typing is to make sure you end each sentence
with a period, your facts can be proven true, your opinions are based on your own thoughts or
beliefs, and that each sentence makes sense”.
2. TTW will make sure that all computers already have Google Docs open and ready for the
students to use. When ready, TTW direct the students on how they are expected to type their
short stories onto the blank document.
3. TTW display his or her own short story for the class to view. This will help students to see a
visual of how their work should look and give them an idea of what they could write about.
4. TTW monitor the class while they are working and answer any questions that students may have.
The teacher will make sure they directly assist those who need additional help.
5. When all students are finished with their stories, the teacher will then print a copy of each.
Student Procedures:
1. TSW begin typing their story onto the blank document.
2. They will type six sentences which will include three statements that are facts and three opinions.
While working, they will reference the teacher’s example to help them create their own unique
story.
3. TSW make sure that every sentence has a period at the end and that all words are spelled
correctly. They will also make sure that their story has a title.
4. They will ask any questions that they may have regarding the assignment or for assistance in
typing their ideas onto the document.
5. TSW inform the teacher when their work is finished so their story can be printed.
Glogster (30 minutes)
Teacher Procedures:
1. TTW transition the class into the next activity. The teacher must make sure that all computers
have Glogster already open in another tab of each students’ web browser. TTW direct the class
to click on the glogster tab.
2. TTW notify the class that they will be using this Web 2.0 tool to create a poster that correlates
with the story that they have typed. The teacher must also direct the class on how to use glogster
to ensure they don’t have much difficulty in completing the assignment. The teacher may say,
“Now it is time for each of you to make a visual representation of the stories that you have just
typed. Be sure to include a picture to go along with each sentence that you have created, a title
for your glog, and add a background color. I will be walking around the class to help anyone who
gets stuck”.
3. TTW will help each student with attaching photos that correspond with the students’ sentences.
4. TTW proceed to monitor the class for anyone who needs assistance or has any questions.
5. TTW instruct everyone to save their glog and print a colored copy of each one.
Student Procedures:
1. Click on the Glogster tab.
2. Click “Text” and choose a bubble for the title of your glog. Type in a title that is relevant to the
story you previously created. Click “Text” again and then click “Paragraph” to type a sentence
for four of the sentences you have in your story. Make sure you have four separate sentences
total on your glog. Arrange your sentences where they have enough room to have a photo on top
of them. Two sentences should represent facts and the other two should be opinions.
3. Click “Image” to attach four different photos that match each sentence that you have on your
glog. Place each picture on top of the sentence that it matches.
4. Click “Wall” to change the color of the background. You may choose whatever color you like.
5. Click the “X” in the top right corner to save your glog. Be sure to type in the title of your glog.
6. Go over your glog to make sure everything is spelled correctly and that you have placed a period
at the end of each sentence.
7. TSW will inform the teacher when they are finished, so he or she can print a copy.

Closure (10 minutes):

● TTW close the lesson by allowing a few students to share their glog to the rest of the class. TTW
also ask their students another series of questions to verify whether or not the class has mastered
the day’s objectives:
○ Can anyone in the class tell me again what is a fact?
■ Can you give me a example?
○ What are opinions?
■ Are they based on thoughts and feelings?
○ Do you think that we have mastered today’s objectives? Why or why not?
● TSW will actively participate in the closing discussion by responding to the questions listed
above. They will be also given the opportunity to ask any remaining questions or state any
comments they want regarding the lesson. TTW then retrieve the stories and glogs from each
student to review if the class has indeed mastered the objectives by grading their short stories.
ASSESSMENT EVIDENCE:
Short Story Rubric

Criteria 1 2 3 4

Content of the story The student’s story The student’s story

does not include three includes three facts
facts and three and three opinions.
opinions.

Length of the story The student’s story The student’s story The student’s story The student’s story
only includes 1-2 only includes 2-3 only includes 4-5 includes 6 sentences.
sentences. sentences. sentences.

Spelling errors and The student’s story The student’s story The student’s story The student’s story is
punctuation has a lot of spelling has spelling errors has a few spelling free of spelling errors
errors and sentences and sentences without errors and correct and has correct
without punctuation. punctuation. punctuation. punctuation.

Originality The student’s story is The student’s story is

not original and does unique and reflects
reflect mastery of the their mastery of the
objectives. objectives.

STUDENT SAMPLES:
● Student Glog
 ● Student Story

All About Me!

My name is TiaNesha.
I am seven years old.
I live in Memphis.
I am the best dancer.
Pancakes are delicious.
Dogs are very scary.

MODIFICATIONS:
● ESL students who need additional help will work close with another student or assistant teacher who can
translate the content in their native speaking language. This will allow them to comprehend what is
being taught within the lesson. They will also be given pictures to represent each statement that was
asked during the introduction to help review examples of facts and opinions that have already been
discussed. Students with IEPs, disabilities, and ESL learners will all benefit from the one on one
assistance because this will allow the teacher focus on the needs of that particular student. Then, TTW
be able to accommodate the students better with methods like pairing them with a peer, providing
multiple photos that the student is already familiar with so they can draft sentences that relate to them,
etc.
● Students who have mastered the objectives will be given the opportunity to play a Jeopardy game with
their peers to continue identifying sentences that are facts or opinions. This allows the students to retain
their knowledge of what is a fact or opinion by continuously identifying examples of each.