LESSON TITLE: _Facts and Opinion_ Lesson #: 1

TEACHER NAME: Zhe Yang DATE:03/25/2019

Attach any handouts or materials required for this lesson.

Preparation/Planning
ESL Course: Advanced
Reading Class Level Beginning Intermediate Advanced Multilevel
Topic/Theme: Distinguish □ □ □ □
between Fact and Opinion
Listening Students will be able to listen to other classmates thoughts and analyze
Objectives with their own experience.
Speaking Students will be able to distinguish facts from opinions and to share with
the others.
Reading Students will be able loudly to read some sentences including facts and
opinions.
Writing Students will be able to write down their own sentences about facts and
opinions based on their own choices or familiar topics.
Bridging

What background knowledge Students have the ability to find out the summary and main ideas of an
do the students already have?academic reading material. They have been doing the homework
related to these skills for a long time, so they are pretty familiar with
how to find out the summary and main ideas.
Students have critical thinking, analytical, and active learning skills.
They have been practiced these learning skills since the first day and
used them throughout the weeks.
What will you do to activate Teacher will encourage students to find out the author’s statements and
or link students’ prior to prove it by searching online or asking help from others; What do
knowledge or experience to you mean “find out the author’s statements”? and what do you mean
upcoming content? by “prove it?”. Be significantly clearer here as I am not familiar with
the activity. Overly explain.
Teacher will invite students to pair-and-share their own findings after
reading a material; each student has a different one. Students will
discuss what the differences between facts and opinions.
Engagement with New Material
What will you do to engage Teacher will post an argumentative topic on the slides. “Earth is
students in the active learning flat.”/”It’s very hot today.” Teacher will have students discuss with
of the new material? peers and invite students to use any source, such as friends and
network; they could reach to support their statements.
Teacher will encourage students to have a debate, if possible.
What will you do to ensure Students will search any supported information on their mobile
that all students are engaged? phones or laptop, and they will share it to the class. During the
activity, teacher will walk around and make sure every student is

Application
What opportunities will you
provide students to practice
and apply their
knowledge/skill to meet the
objectives for this lesson? To
apply to other contexts?
Assessment
How will you assess their
learning of the objectives?
Closing
How will you help students
recap the learning and link it
back to the original purpose
of the lesson?
Technology
If applicable for your context
and your lesson, how will you
meaningfully integrate
technology into your lesson?
Reflection
What went well? How do you
know?
What didn’t go as planned?
contributing to the discussion. Teacher will listen to what students
saying and ask some questions to give them directions.
Students will think critically about others’ statements and think if it is
a strong reason to support.
Students will be asked to read in silence about an extended reading
material “Marijuana Facts” to reinforce their understandings of facts
and opinions. In the reading and exercise, there are some questions
related to the identifying facts and opinions.
Students will do a short presentation after reading the materials, listing
what they have found and questions they have for others.
Teacher will listen to student’s presentation, ask if any other has
different opinions, and ask back to the student why he or she states
that, which assessed students whether they have the ability to find out
the facts and opinions.
Teacher will lead the students to go through the reading exercise
which students completed, to check if anyone has some problems on
reading the materials or understanding the questions. Other students
are invited to correct the answers or giving suggestions.
Homework: students will finish the exercise after unit 7B at home.
Students will be asked to find out facts and opinions in another
provided reading material.
I will invite students to review what activities we did in the class and
what they learned from it.
Google slides as the primary presentation tool;
Mobile phone/laptop as finding supportive sources tool when students
don’t have sufficient information to support their facts.
The atmosphere was great because the discussions happened very
often. Students were engaged in every activity and answered the
questions actively. They worked in pairs or in groups to help each
other. The questions I raised for them supported their critical thinking,
because I saw many students had “A-HA” moments when discussing
with the partner. They were surprised so they worked together to
figure out the answers.
The very first part of the class went too fast, including the warm-up
activity and the introduction of fact and opinion. I thought students
were supposed to have some debates or discussions of the provided
statements; however, they didn’t. The reason I didn’t insist on them to
 have a debate is because all of them agreed with the statement, which
means there didn’t need extra time to talk about it. You put a statement
such as, “The earth is flat” that is proven to be false. I suggest putting
a statement that people may actually have different opinions about.
What contingency plan did The contingency plan I employed was asking students to discuss in
you employ? pairs and shared to the classroom. I did this because I thought it
wasted lots of time. As I mentioned in the above, the beginning
activities didn’t last very long, so I had to ask students to share their
opinions with pairs.
What would you do My mentor teacher and one of the students suggested that I could
differently next time? model doing one question together before asking students to answer all
the questions by themselves. Some students didn’t know how to
answer the questions. Therefore, I will employ modeling next time.
Also, I need to focus more on time management. My mentor teacher
said I don’t have to wait all of the students finishing the questions.
Some students who finished early would sit there and played their
mobile phones. If more than half of the students finishing the
questions, I can move on.
Did your students meet the Happily yes.
purpose and objectives for 1) Students were able to distinguish facts from opinions from their
this lesson? What is your findings and to share to the others.
evidence for each? From “distinguishing facts from opinion in your statement”
activity, I gave 8 minutes to students to search online or asking
someone else to clarify whether it was a fact or an opinion.
Students also gave reasons and supportive information to prove
their answers.
2) Students were able to read complicated sentences containing facts
and opinions.
From the given materials, I gave students a task about “what is the
fact of marijuana?” and “what the information does the author
provide?” They read the reading material individually and
answered correctly.
3) Students were able to write down their own sentences based on
facts and opinions.
Students were asked to write down the reasons which supporting
the fact based on the reading materials. Also, they were asked to
write down the reasons which proving the statements as an
opinion.
4) Students were able to practice critical thinking and analytical
skills.
I posted some questions to practice their critical thinking.
“Where would you expect to find facts?”
“Where would you expect to find opinions?”
“Why is it important to know the difference?”
“Is it okay to have different opinions?”
I also encouraged my students to draw a picture about the role of

What do your students need
next? How do you know?
What did you learn about
your glows and grows as a
teacher? What can you do to
work on your areas needing
growth?
social media playing in their daily life. Students practiced their
critical thinking in a visual way.
The students need more support in asking for help from others. When
I ask students to search for the information online or to ask help from
others in order to get the right answer, they seldom asked others. I
asked them where do they find the information, most of them
answered “from website/I just know it.” It’s good to believe in
yourself, but sometimes others’ opinions help more.
I learned that if I was not as tense then my students would get more
relaxed. Compared with my two classes, I was more relaxed second
time. I could feel that the atmosphere was more friendly and warm; the
first class was nice though. So I know what the power the teacher
represents can influence the classroom as well. I also learned that
sometimes I was confused about whether the student answered right or
wrong, and I didn’t give response to that. I felt bad about that, because
students generally consider teacher’s saying is right. If I showed doubt
to the students, students would doubt the teacher’s authority. It’s
worse than saying “Sorry I don’t know”.
Next time, if I was not sure about the answer, I would like to ask other
students to help me figure out, or I can ask back to the student how
does the question rise. It would help me if I understand the process of
the question rising.
I felt my speaking tones and pace were great. Students said to me that
my instruction was clear enough for them to catch. Also, they said this
topic was great, which they had interest in it so they listened very
carefully.