TCH LRN 409

Project 4: Lesson Task

Content Area: __Language Arts_________________________________

Grade Level: _________5th__________________

Topic/Focus: ____Opinion writing________________________________________________

Content Objective(s): SWBAT explain the difference between opinion writing and factual writing.
What will students learn? SWBAT identify key vocabulary in a piece of writing and determine whether it is an opinion or fact piece.
SWBAT produce a piece of writing that clearly states their opinion on a predetermined topic.
SWBAT differentiate between fact and opinion.

Content Standard(s): CCSS.ELA-LITERACY.RI.5.2

What WA K-12 learning standards
will the task address?
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer's purpose.

Language Objective(s):
How will students learn and what
language functions will they use to
demonstrate their competencies in
reading/writing/listening/speaking?
SWBAT identify adjectives in statements of fact and opinion using a graphic organizer.
SWBAT use key vocabulary when writing their opinion pieces that help the readers understand that they
are writing their opinion.
SWBAT explain the difference between facts and opinions.
SWBAT identify their own opinion on a predetermined topic

An ELL can…
Language Standard(s):
TCH LRN 409
What WA ELP standards will the
task address?
Materials and tools:
What will students need to complete
activities of the lesson task?
What will I need to model the task
and guide student learning?
Anticipatory Set/Hook:
How will I activating prior
knowledge and experiences of the
students?
Objective/Purpose: 
How will you explain to students
what they will learn by the end of
the task?
Instructional Input:  The teacher will provide instruction to the students by asking them what the difference is between fact and
How will I explain/provide
ELP Standard: SL.4. Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
ELP Standard: W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
ELP Standard: L.6. Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, including those that signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in addition).
- Fact and Opinion worksheet
- Lined notebook paper
*Worksheet included at the end of the Lesson Plan
Prior knowledge will be activated by asking the class to give their own definition of what a fact is, and
what an opinion is. This will be done by students talking in pair first, then the teacher will ask the class if
anyone would like to share their definitions for each. Once students have shared, the teacher will explain
the pre-activity worksheet about adjectives associated with fact and opinion writing. The main focus of the
lesson is to work on opinion writing.
The teacher will explain that the idea of this lesson is to look deeper into opinion writing and all the
different components of it. They will then explain the pre-activity worksheet that involves looking at the
different adjectives associated with fact and opinion writings. The teacher will then explain that once the
worksheet is completed, they will grade it as a class and move on to the next activity. The main activity of
the lesson will be for students to write an opinion paper based on a predetermined prompt that will be on
display on the board. The teacher will explain that by the end of the lesson, students will be able to know
and be able to show that they understanding all the different components of opinion writing.
opinion, and by giving the class a couple of simple statements that they will decide is either a fact or
TCH LRN 409
instructions for the task to students?
opinion. Also, when it comes time to introduce the pre-activity worksheet, the teacher will explain the
different parts of it (word bank, determining if statements are facts or opinions, and finding the adjectives
in the statements). The class will do the first couple problems together so that they understand how to do it
completely. Once the class is finished, they will correct it as a class. The teacher will then write a prompt
on the board and ask the students to write a paragraph on their opinion on the topic. The prompt will be,
“What does it mean to be an adult?”.

Modeling/I Do:  After the teacher activates prior knowledge of fact and opinion with the class, they will introduce the pre-
How will I demonstrate the activity worksheet. When they are introducing the worksheet, the teacher will also go over the first couple
competence students are expected to problems with the class to show them the way that the worksheet should be completed.
perform?

Checking for Understanding:  Once I introduce the pre-activity worksheet and the opinion writing activity, I will ask a native speaker to
How will I do my input and repeat the task order, what they are doing for each task, and the purpose of each, back to me. If ELLs feel
modeling comprehension check? like they are able to explain, I will ask them to do the same thing.

Guided Practice:  While students are working on the pre-activity worksheet, the teacher will be walking around the
How will I engaging students in classroom asking students if they need help, and ask them guiding questions if they notice that a student is
activities under my supervision and having trouble doing the activity on their own. Students can also talk and compare their answers with their
with my support? neighbors once they are finished.
For the opinion writing activity, the teacher can ask students some questions to help them think about their
opinion on the topic. The prompt is, “What does it mean to be an adult?”. Some questions will be, “who do
you have in your life that is an adult?”, “that do they do in your everyday life that you don’t do?”, “what
type of stuff do adults do?”. The teacher will try to offer help to students who need it, but overall they will
guide the students to write whatever they think about since it is their opinion.
TCH LRN 409
Independent Practice:  After the whole class completes the first couple problems on the pre-activity worksheet, they will finish the
What activities will I suggest to
have students work on their
own/without my support?
Assessment Steps/Sequence/Time:
What will happen during each part
of the assessment task?
How long will each part of the
assessment task take?
Assessment Evidence:
How will I know that the content
learning has taken place?
How will I know that the language
learning has taken place?
What criteria/rubric will I develop
to assess student content and
language learning and meet my
objectives?
rest of it independently. Students will also write their own opinion on the given prompt.
For as assessment, students can turn in the graded worksheet once they are finished. Students will also be
asked to turn in their opinion writing and it will be graded to check for understanding of the content
objectives.
10 minutes for asking fact and opinion definitions and giving some examples of fact/opinions
8 minutes for introducing pre-activity worksheet and doing first couple problems as a class
8 minutes of independent working on worksheet
5 minutes grading
2 minutes explaining opinion writing activity
15 minutes for independent writing time.
48-50 minutes total
The teacher will be collecting two forms of formative assessment, the worksheet and the opinion writing.
The teacher will know that learning from the content area has taken place when they see the worksheet
scores from the students. The worksheet asks the students to read statements and determine if it is a fact or
an opinion. Students are also asked to underline key vocabulary in the statement that led them to believe
that it is a fact or opinion. In the opinion writing, the teacher will be able to see if the students met
language objectives by seeing if they used key vocabulary from the worksheet in their writing. If any
language or content standards were not met, another lesson must be created to check for understanding.
Only the opinion writing will have a rubric associated with it.
1 2 3 4
Content Students does not Student attempts Student states their State states their
state their opinion to state their opinion on given opinion on the
on the given opinion on the prompt and given prompt in
prompt. given prompt and provides valid great detail and
attempts to reasoning for their provides multiple
TCH LRN 409
provide a reason opinion. valid reasons for
for their opinion. their opinion.
Language Student does not Student attempts Student includes a Student includes
include any key to use key few examples of multiple examples
vocabulary words vocabulary words. key vocabulary. of key vocabulary.
in opinion writing. Words are in the Most words are All words are used
wrong context. used in correct in correct context.
context.

Application of Assessment Data:
How will I use the data from content
learning?
How will I use the data from
language learning?
Once the teacher has collected all the assessment data from the students, they will then go through each of
the worksheets and create a list of areas that need improving from the students. The same will also be done
for the opinion writing that was done. The lists will then be compared to see if the mistakes that students
were making on the worksheet, were also made in their writing. Students should be using correct
vocabulary from the worksheet and supporting their opinions with valid reasons.

Rubric for Assessment

Exceptional Adequate Developing Limited Score

Relationship of Language standards are Language standards are not There is a loose or peripheral There is no relationship 0–3
content and presented and they link naturally presented, but the academic relationship between the state between the content
language to the specified content language in focus links content standards and academic standards and the language
standards standards. naturally to the specified language; in other words, the standards. There are serious
content standards. academic language chosen relates gaps in knowledge of what
minimally to the specified content constitutes state content and
standards. language standards.

Clearly stated, Measurable content and Measurable content and The language objective minimally The language objective is not 0–3
measurable language objectives are written language objectives are relates to the content of the task. measurable and has little or
content and in grade appropriate language. written in grade appropriate The language objective is no relationship to the
language The language objective aligns language. The language measurable and written in grade content of the task.
objective(s) with a language standard. objective aligns with academic appropriate language.
language demands of the task.

Activities that The task describes multiple Attempts at instructional Instructional supports for language There are few if any 0–5
integrate instructional methods that supports for language and and content are mentioned but their supports for language and
TCH LRN 409
Exceptional
instructional engage learners in language and
methods and content. Cognitive and language
cognitive supports are fully elaborated.
supports There is clear evidence of full
integration of ELLs in
differentiated tasks by
proficiency level.
Formative and The assessment aligns with the
summative content and language objectives.
assessment They illustrate interesting and
creative ways to provide
information on student
performance. The interpretation
of the data considers language
proficiency. Some explanation is
provided on how data from the
assessment tools will be used to
modify instruction. An
exceptional assessment of
content learning also includes
reference to the language
standards. A rubric or criteria for
assessment aligns with
objectives, learning and
assessment activities.
Professionalism You address all the
questions/issues specified in
instructions. You post your project
on time and in the correct place.
The quality of writing matches
the expectations for a teacher of
writing. The product has few if
any digressions from expected
print conventions.
References:
Adequate
content are described but not
fully developed. The task
suggests that activities are
differentiated by proficiency
level, but these are also not
fully developed.
The assessment aligns with the
content and language
objectives. They illustrate
interesting and creative ways
to provide information on
student performance. The
interpretation of the data
considers language
proficiency. Some explanation
is provided on how data from
the assessment tools will be
used to modify instruction.
A rubric or criteria for
assessment aligns with
objectives and assessment
activities.
You address most
questions/issues specified in
instructions. You post your
project on time and in the correct
place. The quality of writing has
several editing oversights but
they do not interfere with a
reader grasping the central
points. In addition, they do not
evidence a misunderstanding of
a convention teachers should
know.
Developing
effectiveness is questionable.
Differentiated instruction does not
fully consider language proficiency
and thus it is likely that the
activities will not be achievable or
engaging for the learners.
The assessment aligns with the
stated content and language
objectives but the value of the
information provided by the
assessment is questionable. How
the data will be used to modify
instruction is not fully developed.
A rubric or criteria for assessment
does not aligns well with objectives,
learning and assessment activities.
You address most the questions/issues
specified in instructions. You post
your project on time and in the correct
place. Digressions from print
conventions are frequent. In addition,
they evidence a systematic pattern of
errors that suggest a misunderstanding
about print conventions that upper
elementary students must know and
apply.
Limited Score
content. There is no
evidence that the activities
are achievable for ELLs at
lower levels of proficiency.
There is no relationship 0–5
between the assessment and
objectives. They provide
superficial or peripheral
information at best on
student performance. No
explanation is provided on
how the assessment tools
will be used to modify
instruction.
There is no alignment
between a rubric/ criteria
for assessment with
objectives, learning and
assessment activities.
You address most 0–4
questions/issues specified in
instructions. You post your
project after the deadline.
The print convention
digressions detract from a
reader’s attention to the text.
Overall, the quality of
writing falls substantially
short of that expected of
writing teachers.
TCH LRN 409

English Language Arts Standards » Writing » Grade 5. (n.d.). Retrieved April 21, 2019, from http://www.corestandards.org/ELA-Literacy/W/5/

Education.com. (2018, June 19). Fact & Opinion Adjectives | Worksheet. Retrieved from https://www.education.com/worksheet/article/fact-and-
opinion-adjectives/

Education, M. (2019, March 21). English Language Development (ELD) Standards. Retrieved from
http://www.k12.wa.us/MigrantBilingual/ELD.aspx
TCH LRN 409

Name: Date:

Fact & Opinion Adjectives

Opinion Adjectives Fact Adjectives
Opinion adjectivesdescribewhat you Fact adjectivesgiveinformation about
think or how you feel about something. something that can beproven.

beautiful best
Quantity (many, few, ten, more than...)
ugly worst
Size (large, small, tallest, shorter than...)
pretty most amazing
Age (old, young, new)
friendly better than...
Shape (round, square, f at)
awesome dirty
Color (blue, yellow, multicolored)
cool expensive
Origin (Chinese, French, American)
terrible tired
Material (wooden, plastic, glass)
gross yummy

Directions: Read each sentence below and circle the adjective. Then, write an F next to the
statements that are facts, and an O next to statements that are opinions.

1. That dress is a beautiful color. 2. Plastic waste is polluting the ocean.

3. Explorers used wooden boats at sea. 4. Avocados are too expensive.

5. The worst thing about school is homework. 6. Peter was so tired after dinner.

7. Our team scored ten points to win the game. 8. The old cabinet is an antique.

9. Bastille Day is a French holiday. 10. Our team is the best.

Directions: Fill in the blank with an adjective to complete each statement.

Then, circle fact or opinion.

1. These shoes are . fact opinion

2. bees live in hives. fact opinion

3. Some teachers are here. fact opinion

4. We are having food for dinner fact opinion

5. My mom is . fact opinion

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