Fact vs. Opinion (Part II)

Lesson Author:K.J. Wagner

Subject: Language Arts

Grade Levels: 6, 7, 8

Overview: Students will continue to practice determining statements of fact and statements of opinion while reading the newspaper.

State/National Standards: Demonstrates literal, inferential, and evaluative comprehension skills by distinguishing between fact/opinion and real/unreal actions.

Learning Objectives:

The learner will:

• review the difference between a fact and an opinion
  
  
• practice distinguishing between fact and opinion while reading a newspaper

Materials: Newspapers, stapled along the sides so they will hold together for all periods
(If you have enough papers, allow each student to have their own.)

Procedure:

Review with students the difference between fact and opinion:

Ask: What is a fact? A fact is a statement that can be proven true or false.

Ask: Give me an example of a fact. Call on several students.

Ask: What is an opinion? An opinion is someone’s belief or way of thinking about something. Some opinions are more valid than others.

Ask: Give me an example of an opinion. Call on several students.

Ask: Why is it important to be able to distinguish between fact and opinion. (Review what the word "distinguish" means.) How will this help you in life? In school?

Tell: Today we are going to read the newspaper. You are going to look for statements of opinion and statements of fact while you are reading. When you are done, you will simply read the paper for pleasure.

Ask: Where would you likely find opinions in the paper? What sort of articles?

Ask: Where would you likely find facts in the paper?

Distribute the newspapers. Tell students to handle them carefully and not write in them.

Tell students to get out a piece of lined notebook paper and head it properly. Tell them to write statements of fact on one side and statements of opinion on the other. (Or, you may desire to create your own worksheet.)

Circulate to help any students who need it.

When students are finished ask some students to share their findings. Collect class work.

Debrief students:

Ask: Which was harder to find, facts or opinions? Were there particular areas of the newspaper where you found more opinions than facts? (Letters to the Editor; Advertisements.) Was is difficult to differentiate sometimes between facts and opinions?
Why do you think this is so?

Extension/Enrichment: Tell students to be on the lookout for statements of fact and statements of opinions while reading, watching television, talking to friends.