Reading Comprehension Lesson Plan

Name: Mattelyn Hershey

Reading

Grade: 4

Subject:

I. Before the Lesson

A. Learning Goal: Students will be able to know and tell the
difference between facts and opinions in a story, and be
able to use it day to day in real life conversation. They will
also be able to better understand the different types of
statements when they are reading on their own.
B. Standard: 1.2.4.B- Differentiate fact from opinion across
texts
C. Pre-Teaching Assessment: The students will receive a
worksheet that shows a addition problem, but with
pictures. There are five statements under the problem that
the students must then answer as fact or opinion. When
they are finished answering these questions they will then
have to write one fact and one opinion about the addition
problem.
II.During the Lesson
A.
Steps of the Lesson
i. Today we are going to learn about facts and opinions
and how they are used in story. We will also be
learning how to tell the difference between a fact and
an opinion.
ii. The lesson I will teach is fact vs. opinion. The
students will learn that facts have evidence to back
up the statements and can be proved true, whereas
opinions are what someone thinks and believes.
Make sure students understand that facts are not
always true statements, they can be false. They must
be able to be disproven by solid evidence.
iii.The students will then begin their guided practice
which is I will hand out paper and in groups they
must each come up with two facts and two opinions
about anything they can think of. They will have to
write above the statement whether it is a fact or
opinion, so I will know if they understand the
concept. I will then collect all of the slips of paper
and they will be used in the formative assessment.
iv.The students will then each have a whiteboard and I
will say a sentence that they had written in their
guided practice and they must write O (for opinion)
or F (for fact) on their whiteboards and hold them

III.

Grade

up for me to see. I will then have a feel for if they are

understanding the difference or not. If they are I will
allow them to continue on to independent practice, if
not I will provide another way of looking at things for
the students who are struggling.
v. To accommodate the students who are not
understanding I will sit down with them and try to
relate facts and opinions to their lives, such as You
are in fourth grade, which is a fact, and fourth
grade is hard which is an opinion.
vi.
The independent practice will involve using two
of their target vocabulary words to write a short story
using at least one fact and one opinion.
After the Lesson
A. Summative Assessment: The students will be given a
worksheet similar to the addition picture problem they did
in the beginning of the lesson. The worksheet will include a
picture and some questions about the picture following it.
The students will fill in the questions to the best of their
ability. This will give me an idea of how well they
understood the topic and if they learned the appropriate
information.
B. Instructional Decision Making: As soon as I started the
lesson I had to make adjustments. The plan was for them
to work together on parts of the lesson, and to do this they
had to be sitting next to each other. When I handed out the
pre-assessment I noticed that one little girl had basically
the same answers as one of the others and was looking off
of her friends papers. I separated her and that is why her
last two answers are her own work. The separation of this
girls form her peers allowed her to work to the best of her
ability. She was able to us her own mind to think up
answers instead of her friends. Another adaptation I had to
make while I was doing this lesson was skipping the part
where they used their vocabulary to write a fact and
opinion in their journal. They were struggling a little bit, so
we took more time to use the whiteboards because they
really enjoyed that style of learning and seemed to be
understanding it better when I used the whiteboards.
Adapting my lesson wasn't easy in the moment because
you cant exactly plan for some of the things that happened
during it, but I think that I did it well and the lesson went
really smoothly once they got in the groove of things.
C.Analysis of Student Learning:
On Level

On Level

Below

Below

Student
Preassessmen
t

Student
Postassessmen
t

Level
Student
Preassessmen
t

Level
Student
Postassessmen
t

100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
The below level student went from knowing everything (this is
the little girl who looked off someones paper) when cheating, to
dramatically decreasing her score at the end to a 30%. If she would
have done her own work the whole time she might have been able to
learn something. The on level student stayed at 100% throughout the
whole lesson. The below level decreased in her performance, due her
to cheating whereas the on level students performance stayed the
same.
I. Reflection and Self Evaluation: I Think the fact that Ms.
Smucker went over a little bit before my lesson what fact
and opinion were really messed up my pre-assessment
scores. All of the children got 100% on the pre-assessment,
whereas probably only a couple of them really should have.
Since their teacher had already activated their prior
knowledge they were able to do well on my pre-test. I
would probably change my pre-assessment if I taught this
lesson again. After I handed it out and they took it that it I
realized it was too easy for a fourth grader. They needed
something a little more challenging to activate their prior
knowledge and give them a challenge. Also to avoid the
cheating that took place I would have them bring their
privacy blockers to the lesson, so that they could each do
all of the assessments on their own instead of copying off
of someone else paper.

1.

Based on the post assessment data I would have

taken more time to do this lesson. I would have had
the students who were on level with this information
work independently writing a story with facts and
opinions and then taken the below level students and
worked with them more on the actual lesson and just
try and get them to understand the differences
between fact and opinion.
a. The professional learning goal that grew out of
this lesson was to really take your time to
teach the kids what they need to know until
they know it. Also make sure that you know
your materials when you use them. The biggest
goal that I had out of this is to make sure that
students do their own work. I will accomplish
this by making sure that during tests and
assessments that each student has enough
space to spread out. Even throughout the
weeks I was there I saw kids eyes on other
papers when they werent supposed to be. The
only way that a child is really going to learn is
through them using their own minds. Students
in my class will be able to move their desks
around wherever they want and far enough
part, so that cheating will not occur as often.

Fact Vs. Opinion

Name: ___________________________
Directions: Look at the picture below, and then choose whether each statement is a Fact
or Opinion
1. The Rhino is working the movie camera. __________________________________
2.

The lion is better then the rhino at making movies. ____________________________

3.

The turtle is wearing a hat. ____________________________________

4.

Owls are cool. _____________________________________________

5.

The Rhino is yellow. ____________________________________________

6.

The bird in the chair looks good in sunglasses. ____________________________

7.

The lion has his eyes open. ___________________________________________

8.

I wish the Rhino were a baby, because I like baby animals. ___________________

9.

The Lion is taller then the turtle. _______________________________________

10.

All of these animals are really nice. __________________________________