Lesson plan

What's the Fact, Jack? Facts and Opinions

Do your students know the difference between a fact and an opinion? In this lesson, your class gets the practise they need to sort fact from opinion.
GradeSubjectView aligned standards

Students will be able to tell the difference between a fact and an opinion.

(5 minutes)
  • Gather your class together to begin.
  • Tell your students that today they'll learn the difference between a fact and an opinion.
  • Ask your students if they know what a fact is. After some discussion, define a FactAs a piece of information that is true and is supported by evidence.
  • Choose volunteers to tell you what they think an opinion is. After some guessing, define an OpinionAs what someone believes or feels about something.
(10 minutes)
  • Display the teacher-made Fact/Opinion T-chart so students can view it, using chart paper, an interactive whiteboard, a document camera, or a projector.
  • Introduce the chart. Remind students of the definitions of a fact and an opinion.
  • Give your class two sentence examples for each. Make sure you explain why each sentence is a fact or opinion.
  • When completed, ask students if they have any questions.
(10 minutes)
  • Keeping the T-chart up, have students call out five sentences that are examples of facts and opinions.
  • Repeat one example at a time and ask a student if it is a fact or opinion. After the student responds, ask why.
  • If the answer is correct, list it under the corresponding FactOr OpinionColumn.
  • Continue until you have worked through all five examples. Then, answer any questions your students have.
(15 minutes)
  • Before working independently, ask your students if they understand the difference between a fact and an opinion.
  • Pass out a copy of the It's Just My OpinionAnchor chart to each student. Tell your students that they're going to read, cut, sort, and then glue each sentence under FactOr OpinionOn their anchor charts.
  • Read through the sentence examples on the It's Just My OpinionAnchor chart once. Then ask if there are any questions.
  • Instruct your students to take out a pencil, scissors, a glue stick or glue, and begin.
  • You may want to check each student's sorting before they glue under each column.



  • Give students who need additional support sentence examples labeled as fact or opinion on the worksheet. Have these students sort them between the two columns.
(15 minutes)

Measuring understanding and assessment can be observed and completed during independent work time and closing.

  • As students are working independently, walk around and check in with each student. Observe if students are sorting facts and opinions correctly. At times, ask, "What makes that sentence an opinion? What makes that sentence a fact?" Listen to their responses.
  • Record your observations.
  • If additional time is needed for assessment, make observations and notes during closing, too.
  • Please note the 15 minutes for assessment should be completed during independent work time.
(10 minutes)
  • Divide class into groups of four.
  • Tell groups that each student will choose and share one opinion or fact from their worksheet within their groups, explaining the reasoning behind their classification. Other students can share whether they agree or disagree (thumbs up or thumbs down).
  • Next, select three students to share one fact and opinion from their worksheet with class.
  • To end the lesson, ask students to define fact and opinion.

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