UbD Lesson Plan Template

Teachers Name:
Mr. Samuel Sutton
Lesson Title:
Fact vs Opinion
Approximate Time Frame:
30 45 min
Essential Vocabulary:
Fact, opinion, difference, similar, proven

Subject/Course:
Reading Comprehension
Grade Level:
2nd Special Education

Brief Overview (Summary) of the Unit (Topic, Activities, Assessments):

SWBAT differentiate fact from opinion within a text. Learning the definition of each term will
assist students as they obtain skills through guided and independent practice.
1. Define fact and opinion in whole group.
a. Hook:
i. When is say go, quietly walk to your corny desk, sit in STAR and track
the board, GO!
ii. Is it true that your desk is corny?
iii. No, right? Its not a fact that your desk is corny but Im still allowed to
think that because its my opinion or personal belief.
iv. Just like how some of you believe Lebron James is better than Steph
Curry, thats your opinion & your personal belief. The fact will be is that
theyre both NBA players, we can easily prove that.
v. Facts are true statements that can be proven. Opinions are personal
beliefs that cant be proven.
b. Call & Response:
i. A fact can be? Proven.
ii. Student A, can an opinion be proven?
2. Quick Trivia.
a. Check For Understanding:
i. Students are asked a series of questions to review the definitions of fact
and opinion. Example statements are posted on the board and students
have to write is it a fact or opinion on their thinking bubbles (white
boards) then they are asked to explain their answer, right or wrong.
3. Guided Practice.
a. Read passage with the teacher:
i. We read the passage as a class.
ii. Go back through the passage and find facts, then opinions. Teacher
models forming an opinion based on the facts from the passage then
student practice modeling the strategy with guidance from the teacher.
4. Independent Practice / exit ticket.
a. Read passage independently:
i. Find facts and opinions in a passage on their own and then review as a
class.
ii. Exit Ticket:
1. Independently read through passage 2.
2. Pick out 3 facts and explain why theyre facts
3. Form an opinion based on those facts.
4. Explain the difference between a fact and opinion.
grade ___

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Stage 1 Desired Results (Acquisition, Meaning Making and

Transfer)
Goals/Key Standards (Common Core ELA, Math or District AND Indian Education for All
Essential Understandings):

Distinguish the difference between fact and opinion.

Form an opinion based on facts from a narrative.

Transfer: Students will demonstrate understanding of _____ and apply it to a new problem or
situation.
(What kinds of long-term, independent accomplishments are desired?)

SWBAT use facts when making inferences or educated guesses.

SWBAT use facts to form an opinion.
SWBAT distinguish the difference between a fact and opinion.

Meaning Making: Students will understand and keep considering

Understandings:
Students will understand that facts are true statements that can be proven and opinions are
personal beliefs that cant be proven. Students will also understand that they can use facts
to form an opinion.
Essential Questions (Long Term and Topical):
Do you think facts change over time?
Can opinions be proven? Why?
Do people share opinions?
Can an opinion become a fact?
Why are facts true statements?
Acquisition of Knowledge and Skill
Knowledge:
Students will know that facts and opinions are two different concepts. Facts are true
statements and can be proven while opinions are personal beliefs.
Skills/Performance:
Students will be able to use facts to create their OWN opinions. Also use facts within a
passage to form a reasoned opinion.

Stage 2 Assessment Evidence

Performance Task or Other Key Evidence of learning (What will students understand and/or
be able to do?)
Distinguish fact from opinion.
Create own reasoned opinion based on facts from the story.
grade ___

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Key evaluative criteria to measure Performance Task(s) or Key Evidence:

Examples: Rubric, Checklist, etc.
Rubric:
1pt
Unclear definition
of a fact.

Student
understands
the definition of
a fact.

Student
understands
the definition of
an opinion.

Unclear definition
of an opinion.

Student can
distinguish the
difference
between a fact
& opinion.

Cant explain the

difference
between a fact
and opinion.

2pt
Understands
definition of a
fact but cant
produce own
examples.
Understands
definition of an
opinion but cant
produce own
examples.
Explain the
difference
between a fact &
opinion with
guidance from
the teacher.
Provides facts to
support their
opinion with
guidance from
the teacher.

3pt
Understands
definition of a fact
and can produce
own examples.
Understands
definition of an
opinion and can
produce own
examples.
Explain the
difference
between a fact &
opinion without
guidance from the
teacher.
Provides facts to
support their
opinion without
guidance from the
teacher.

Student
No opinion

provides facts
formed.
to support their
opinion of a
passage.
Other Evidence to reflect student learning (formative and/or summative measures)
Formative Measures (exit ticket) Through open ended questions I will be able to see each
students reasoning behind answers. The exit ticket will provide data I can use for
interventions.

Stage 3 - Learning Plan, Experiences, and Instruction:

Learning Activities: Consider the WHERETO elements Whos the Hardest Working
Person in the Room?
The Teacher will
The Student will
*transition from morning meeting
Follow teachers directions and
W
Where are we going?
What is expected?

H
How will we hook
(Introduce this to)
the students?
How will we preassess student
knowledge,
understanding and
skills to inform
instruction?

grade ___

wait for the lesson to start.

Ok champions, when I say go,

quietly walk to your corny seat,
sit in star and track the board.
GO!
Is it true that your desk is corny?
Turn & Talk to your partner and
answer that question, support
your answer.
No, right? Its not a fact that your
desk is corny but Im still allowed
to think that because its my
opinion or personal belief.
updated xx/xx/xx

Participate when asked

questions during hook.
o Turn and Talk

Just like how some of you believe

Lebron James is better than Steph
Curry, thats your opinion & your
personal belief. The fact will be is
that theyre both NBA players, we
can easily prove that.
Facts are true statements that
can be proven. Opinions are
personal beliefs that cant be
proven.
Facts and opinions are cool
because they help us figure out
what information around us is
true.

E
How will we equip
students for
expected
performances?

R
How will we rethink
or revise? (on-going,
formative, keep
coming back as
needed)

E
How will students
self-evaluate and
reflect their
learning?

Model how to form an

opinion based on facts from
a narrative.

Read & emulate teachers

strategy.

Students will always be

allowed to help their peers,
if someone is struggling to
answer my question, a
classmate can always help.

Student raise their hand

when they want to help
their classmate with an
answer.

During the exit ticket

students will get a chance
to show what they know.
The exit ticket will be a
passage attached to a
fact/opinion worksheet.
o Distinguish fact from
opinion.
o Create own reasoned
opinion based on
facts from the story.
Graded worksheet and a
copy of the rubric is
returned to each student
independently for selfevaluation.

Complete exit ticket.

Ask for clarification.

grade ___

updated xx/xx/xx

How will we tailor

learning to varied
needs, interests, and
learning styles?
(differentiation,
accommodation,
modification)

1.

How will we organize

the sequence of
learning? (please
include the
sequence)

2.
3.
4.

Definitions attached to exit

ticket.
Bigger font.
Seated closer to the board.
Isolated work groups based
on students understand the
concept.
o Group 1 fully
understand both
concepts.
o Group 2 Struggling
to understand both
concepts.
Define fact and opinion in
whole group.
a. Hook: quietly walk
to your corny seat.
Quick Trivia.
Guided Practice.
Independent Practice / exit
ticket.

Work in assigned group if

accommodated.

Continue to work in assigned

groups if accommodated.

Special Needs (include all learners on the continuum from disabled to gifted
& twice exceptional):
Modifications (changes to the Core
Accommodations (supports or
standard(s) and level of proficiency
instructional adjustments):
expected):

Definitions on flashcards.
Inference and prediction questions
for students who need a challenge.

15 minute intervention during

breakfast or lunch.
Directions for the entire lesson
printed for student.

Plans for after this lesson/competency is complete (How will you extend,
enrich?):
Read a book about animals in Africa, then have students form opinions on
animals throughout the book based on the provide facts in the literature.

Key Resources Used: Websites, books, film clips, etc.

Type of Resource(s):
Name of Resource(s):
Book
Animals of Africa by National Geographic
Kids
grade ___

updated xx/xx/xx

Passage
Online Dictionary

grade ___

T- REX! by readwork.com
Kidsdictionary.com

updated xx/xx/xx