Megan Pulley Edu 4010 10-Day Unit

Megan Pulley
EDU 4010
10-Day Unit
EDU 4010: 10-Day Unit

Name: Megan Pulley
Grade Level/Subject: Sixth Grade Language Arts
School: Vance Charter School
Purpose and Audience: The purpose of this unit is to provide students with an opportunity to analyze
literary features found in non-fiction, informational texts, specifically through their reading of
biographies/autobiographies. This unit is intended for sixth grade students in a Language Arts classroom.
Genre and Mentor Texts: The genre of the texts that will be used is non-fiction, informational text.
Mentor Text Used: Prentice Hall Literature textbook (utilized in a few lessons, and as a professional
resource when developing the unit). The unit will specifically deal with Fact & Opinion, Making
Inferences, and Authors Perspective.
Unit Goals (2-4 maximum):
Goals
Students will be able to distinguish between a fact and an opinion, and will provide evidence
from the text to support their thinking.
Students will be able to explain the authors perspective, and cite how it is evident in the text by
providing at least three examples.
Rationale: The rationale for this unit that it will provide students with experiences in reading
biographies/autobiographies, and promote their knowledge of how to interact with a text to ensure they
receive its full, intended meaning. This unit will allow students to use their critical thinking skills as they
analyze nonfiction texts, looking specifically at determining fact and opinion, and explaining authors
perspective. At the end of this unit, students will write their own autobiographies.
Common Core State Standards:
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the
text.
CCSS.ELA-LITERACY.RI.6.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
Megan Pulley
EDU 4010
10-Day Unit
Differentiated Instruction:
Additional work will always be prepared for any students who may finish early. Students
needing additional support will receive scaffolding as needed. During independent practice
activities, some students will go out of classroom to receive support from Mrs. Pervis, an EC
teacher.
Teaching Outline Chart
English Language Arts / Sixth Grade
Day 1
Date: (Sample
outline of lesson)
Day 2
Date: (Sample
outline of lesson)
Day 3
Date: (Sample
outline of lesson)
Day 4
Date: (Sample
outline of lesson)
Day 5
Date: (Sample
outline of lesson)
Daily Objective:
Students will identify
facts and opinions
found in a text.
Daily Objective:
facts and opinions in
a text, and write their
own facts and
opinions relating to
an image they are
viewing.
Daily Objective:
Students will write
facts and opinions
related to various
careers of their
choosing.
Daily Objective:
Students will explain
in detail the reason
why a statement is a
fact or an opinion.
Mini-Lesson Focus:
Difference between
fact and opinion.
Mini-Lesson Focus:
Identifying (and
writing) facts and
opinions.
Mini-Lesson Focus:
Fact and Opinion in
the Real World.
Mini-Lesson Focus:
Reasoning behind
fact and opinion
Mentor Text:
Language Arts
textbook (Stage
Fright by Mark
Twain)
Instruction:
I do: Model how to
effectively interact
with text as I lead
them in discussion.
We do: Read the
text together and
discuss vocabulary,
language used, etc.
Discuss fact and
opinion.
Play BrainPop video
about Fact and
Opinion
Discuss if needed.
You do: In their
literacy journals,
students will write
down the facts and
opinions found in the
text.
Mentor Text:
Language Arts
textbook (My Papa,
Mark Twain by Susy
Clemens).
Instruction:
I do: Play short
video biography of
Mark Twain. I will
model by pausing
the video whenever I
hear a fact or opinion
and write it on the
whiteboard.
We do: Read the
first half of My
Papa, Mark Twain,
and discuss each
section paying close
attention to
vocabulary and
language use.
Students will attempt
to identify facts and
opinions in each
section.
You do: Students
will be provided with
an image projected
on the board. They
will write at least 6
Daily Objective:
When given a
statement, students
will determine
whether it is a fact or
an opinion. They will
also develop their
own facts and
opinions.
Mini-Lesson Focus:
Developing and
distinguishing
between facts and
opinions.
Mentor Text:
Language Arts
textbook (My Papa,
Mark Twain by Susy
Clemens).
Instruction:
I do: Model the
development of facts
and opinions by
selecting a student,
writing three facts
about him/her on the
whiteboard, and
writing an opinion
about each fact.
We do: Read the
remainder of My
Papa, Mark Twain
and discuss each
section paying close
attention to
vocabulary and
language use. I will
teach students the
American Sign
Language sign for
the letters O and F.
They will hold up the
appropriate sign
whenever they hear
a fact (hold up sign
Mentor Text:
Abes Honest Words
by Doreen
Rappaport
Mentor Text:
Magazines
Instruction:
I do: To model fact
and opinion, I will
have a few students
name their favorite
animal, food, movie,
etc. I will write a
couple facts and
opinions for each
one.
We do: On the
board I will project a
list of statements.
Together we will
discuss whether they
are facts or opinions.
For our daily
biography reading,
we will read Abes
Honest Words by
Doreen Rappaport. I
will remind students
to use their fact and
opinion signs when
reading.
You do: Each
Instruction:
I do: To model the
importance of
distinguishing
between facts and
opinions, I will point
out various facts and
opinions on a couple
pages of a
magazine. Tell
students that its
important to
distinguish between
fact and opinion so
that we can
recognize what is
actually true when
reading.
I will give them
information about the
autobiography they
will begin working on
next week.
We do: In groups,
students will look
through magazines
Megan Pulley
EDU 4010
facts and 6 opinions
relating to the image.
for F) or an opinion
(hold up sign for O)
being read.
You do: Students
will choose a specific
person, place, or
thing. In their
literacy journals they
will write the name of
the person, place, or
thing; draw a picture
of it; write three facts
about it; and write an
opinion for each of
the facts.
Planning for
Conferring:
Meet with Gage and
Faith individually
Planning for
Conferring:
Meet with Josh and
Emad individually
Assessment:
Review students
literacy journals and
make anecdotal
notes about their
accuracy in
determining facts
and opinions. Code
for proficient, needs
some support,
needs lesson
retaught.
Teaching Notes:
Will need:
Assessment:
Review students
make anecdotal
notes about the facts
and opinions that
they wrote. Code for
proficient, needs
some support,
needs lesson
retaught.
Planning for
Conferring:
Meet with Christian
and Reese
individually
Assessment:
I will review students
make anecdotal
notes about the facts
and opinions that
they wrote. Code for
proficient, needs
some support,
needs lesson
retaught.
Teaching Notes:
Will need:
Textbook
Textbook
Fact/Opinion
worksheets
Technology cued for

Mark Twain video
Technology cued for
Literacy Journals
BrainPop video
Image of a particular
scene
Literacy Journals
Resources:
Fact and Opinion BrainPOP. (n.d.).
Retrieved from
https://www.brainpop
.com/english/writing/f
actandopinion/
Feldman, K.,
Vaughn, S.,
Kinsella, K.,
10-Day Unit
student will be given
10 note cards. On
five they will write
factual statements,
and on the other side
of those cards they
will write an F. On
the other five cards
they will write
opinions with an O
on the other side.
Students will mix up
their cards and
exchange them, so
they can work
through their
classmates cards.
Students can
exchange cards
multiple times.
Planning for
Conferring:
Meet with Daniel and
Travis individually
and make lists in

their literacy journals
of facts and opinions
that they find. They
should think about
how these
statements affect the
reader of the
magazine.
You do: Students
will be given a list of
25 statements. They
must determine if
each statement is a
fact or an opinion.
They must also
provide a detailed
explanation of why it
is so. This will count
as a quiz grade.
Planning for
Conferring:
Meet with Barbara
and Kolbi individually
Assessment:
I will take up the
students note cards
and make notes
about their accuracy
in writing facts and
opinions.
Code for proficient,
needs some
support, needs
lesson retaught.
Assessment:
List of statements
will be graded and
will count as a quiz.
Teaching Notes:
Will need:
Teaching Notes:
Will need:
Teaching Notes:
Will need:
Textbook for reading

passage: My Papa,
Mark Twain by Susy
Clemens
Book to read: Abes

Honest Words, by
Doreen Rappaport
8 Magazines
Fact and Opinion

Jeopardy
(technology needed)
List of statements to
project on the board
List of statements for

quiz
Literacy Journals
Note Cards
Literacy Journals
Resources:
Feldman, K.,
Vaughn, S.,
Kinsella, K.,
Pearson/Prentice
Hall, Pearson
Education, Inc,
Prentice-Hall, & Inc.
(2007). Prentice Hall
literature: [Grade 6].
Upper Saddle River,
Resources:
Fact or Opinion Sixth
6th Grade English
Language Arts
Standards. (n.d.).
Retrieved from
http://www.internet4c
lassrooms.com/grad
e_level_help/logic_fa
ct_or_opinion_langu
age_arts_sixth_6th_
Resources:
Fact and opinion in
the real world. (n.d.).
Retrieved from
http://www.learnnc.or
g/lp/pages/2015
Rappaport, D., &
Nelson, K. (2008).
Abe's honest words:
The life of Abraham
Resources:
Fact and Opinion
Worksheets |
Ereading
Worksheets. (n.d.).
Retrieved from
http://www.ereading
worksheets.com/free
-readingworksheets/fact-andopinion-worksheets/
Megan Pulley
EDU 4010
Pearson/Prentice
Hall, Pearson
Education, Inc,
Upper Saddle River,
NJ:
Pearson/Prentice
Hall.
NJ:
Pearson/Prentice
Hall.
Day 6
Date: (Sample
outline of lesson)
Day 7
Date: (Sample
outline of lesson)
Day 8
Date: (Sample
outline of lesson)
Day 9
Date: (Sample
outline of lesson)
Day 10
Date: (Sample
outline of lesson)
Daily Objective:
Students will begin
developing their
autobiographies by
writing facts and
opinions about
themselves.
Daily Objective:
phrases that point to
the authors
perspective.
Daily Objective:
specific thoughts and
feelings of the author
of a text. / Students
will begin outlining
the events of their
life for
autobiography.
Daily Objective:
Students will write
about an event in
their life that caused
their perspective to
shift. / Students will
conference with me
(in small groups)
about their rough
drafts.
Mini-Lesson Focus:
Intro to Authors
perspective / Begin
autobiographies
Mini-Lesson Focus:
Learning about
authors
perspective /
Determining their
perspective for their
autobiographies
Mentor Text:
Bill Peet: An
Autobiography, by
Bill Peet
Instruction:
I do: Teach them
that authors
perspective shows
the writers personal
feelings and interest
in a subject. Using
Stage Fright by
Mark Twain (read
last week), I will
point out various
phrases that help
identify the authors
perspective. Briefly
discuss what would
be different had it
been told from a
different perspective.
Mini-Lesson Focus:
Investigating
authors perspective.
Daily Objective:
Students will
examine the authors
perspective, alter the
perspective, and
explain how it would
affect the text. /
Students will begin
writing the rough
draft of their
autobiography.
Mini-Lesson Focus:
Altering the authors
perspective
Mentor Text:
Bill Peet: An
Autobiography, by
Bill Peet
Instruction:
I do: Show video
biography of Walt
Disney. To model, I
will lead them in a
discussion of
investigating the
perspective of the
author. (Because
this is a video, of
course we will be
focusing on the
people who created
the video and are
sharing facts and
opinions about Walt
Disney). When I hear
a fact or opinion, I
Mentor Text:
Bill Peet: An
Autobiography, by
Bill Peet
Instruction:
I do: Show video of
Kids Perspective on
Dads. Lead a
discussion about the
differences in
perspective that
would occur if it were
adults talking about
dads instead of kids.
We do: Continue
reading the
autobiography of Bill
Peet. Today, our
discussion will focus
on examining
differences that
would occur if this
Mentor Text:
Bill Peet: An
Autobiography, by
Bill Peet
Instruction:
I do: Model for
students by telling
them about an event
in my life that caused
my perspective to
change. Focus on
perspective before,
event that occurred,
and how my
perspective was
different as a result
of the event.
We do: Continue
reading the
Peet. Continue to
discuss points of
Mentor Text:
Bill Peet: An
Autobiography, by
Bill Peet
Instruction:
I do: Remind
students that today
they will begin
working on the
development of their
autobiography.
Model how to
determine authors
perspective by using
My Papa, Mark
Twain by Susy
Clemens, which was
read last week.
We do: Begin
reading Bill Peet: An
Autobiography by Bill
Peet. We will have
Mini BIO - Mark

Twain. (n.d.).
Retrieved from
https://www.youtube.
com/watch?
v=vuQMBWjmlHk
grade.htm
10-Day Unit
Feldman, K.,
Vaughn, S.,
Kinsella, K.,
Pearson/Prentice
Hall, Pearson
Education, Inc,
Upper Saddle River,
NJ:
Pearson/Prentice
Hall.
Lincoln. New York:

Hyperion Books for
Children.
Mini-Lesson Focus:
A shift in perspective
Megan Pulley
discussion as we
read regarding
vocabulary,
language that points
to authors
perspective, and will
continue to point out
facts and opinions.
You do: Students
will begin developing
their autobiography
by writing facts and
opinions about
themselves in their
literacy journals.
EDU 4010
We do: Re-cap
what we read the
day before of Bill
Peet: An
Autobiography by Bill
Peet. We will
continue reading.
Today, I will have
students take notes
in their literacy
journals of phrases
that show how the
author is feeling (his
perspective). After
coming to a stopping
point, I will let some
of them share what
they wrote.
You do: In your
literacy journals,
write a paragraph
about someone you
admire and why
(dont forget to
include facts and
opinions about them,
and show feeling).
Then, explain how
your perspective is
different from
someone who may
be meeting that
person for the first
time. If time allows,
students will use
highlighters to
highlight facts in
yellow, opinions in
green. They will use
a pen to place boxes
around phrases that
would lead the
reader to the
authors perspective.
H.W.: Think about
the type of
perspective you will
have when writing
about yourself in
your autobiography.
Planning for
Conferring:
Meet with AbbyKate
and Nicholas
individually
Assessment:
Collect literacy
journals and make
anecdotal notes
about facts and
Planning for
Conferring:
Meet with Cassidy
and Lucas
individually
Assessment:
Review students
make anecdotal
notes about the
will hold the ASL

sign up for the
students to once
again model what
they learned days
before.
We do: Continue
reading the
Peet, continuing to
further have further
discussions about
the language he
uses to describe how
he is feeling or what
he is thinking.
Continue to
distinguish between
facts and opinions
when necessary.
(Model an example
of writing a timeline
of a few of my life
events on the board)
You do: Students
will revisit My Papa,
Mark Twain by Susy
Clemens in their
textbooks. They will
fill out a graphic
organizer about the
various thoughts and
feelings that Susy
had about her father
(Mark Twain).
10-Day Unit
were a biography
(written by someone
else) instead of an
autobiography.
You do: Today,
students will take
another look at My
Papa, Mark Twain,
by Susy Clemens.
In their literacy
journals they are to
complete a quick
write about how the
text would change if
Susy had been an
adult when writing it.
Examples must be
specific.
Students will begin
writing the rough
draft for their
autobiography, and
complete for
homework if needed.
They must turn it in
the following day
during to their
homeroom teacher.
focus important for

determining authors
perspective, fact vs.
opinion, etc.
You do: In their
literacy journals,
students will write
about an event in
their life that caused
their perspective to
change (they may
want to include this
in their
autobiography).
Writing should
clearly depict the
following details: 1)
their perspective
before event, 2) the
event that occurred,
and 3) how their
perspective
changed.
Planning for
Conferring:
Meet with Jonathan
and Maleik
individually
Assessment:
Review students
make anecdotal
notes about the
Planning for
Conferring:
Meet with Braedon,
Destiny, and Gabby
individually
Assessment:
Review students
make anecdotal
notes about the
During this activity I

will call small groups
of about 3 students
to my desk to
conference about
their autobiography
rough drafts. Final
draft is due the
upcoming Tuesday.
In their literacy
journals, students
will begin to make an
outline, or timeline,
of life events to
include in their
autobiography.
(Complete for
homework if they
dont finish in class.)
Planning for
Conferring:
Meet with Reagan
and Camryn
individually
Assessment:
Collect the graphic
organizers and make
anecdotal notes
about students
Megan Pulley
EDU 4010
opinions written to
begin their
autobiography.
content of their
writing. Code for
proficient, needs
some support,
needs lesson
retaught.
Teaching Notes:
Will need:
Teaching Notes:
Will need:
Text to be read: Bill

Peet: An
Autobiography, by
Bill Peet

Peet: An
Autobiography, by
Bill Peet
Textbook to revisit:
My Papa, Mark
Twain by Susy
Clemens
Stage Fright by
Mark Twain
Literacy journals
Literacy journals
Highlighters
10-Day Unit
ability to complete it.

Code for proficient,
needs some
support, needs
lesson retaught.
**During
independent activity I
will meet with any
students who need
to ask questions
about the
development of their
autobiography.
Teaching Notes:
Will need:
content of their
writing. Code for
proficient, needs
some support,
needs lesson
retaught
content of their
writing. Code for
proficient, needs
some support,
needs lesson
retaught
Teaching Notes:
Will need:
Teaching Notes:
Will need:
Technology cued to
Walt Disney bio
video
Technology cued to
kids perspective
video
Think about what life

event I want to share
during modeling.

Peet: An
Autobiography, by
Bill Peet

Peet: An
Autobiography, by
Bill Peet

Peet: An
Autobiography, by
Bill Peet
My Papa, Mark
Twain by Susy
Clemens
My Papa, Mark
Twain by Susy
Clemens
Literacy Journals
Graphic organizers
Literacy journals
Pens
Literacy journals
Resources:
Peet, B. (1989). Bill
Peet: An
autobiography.
Boston: Houghton
Mifflin.
Resources:
Peet: An
autobiography.
Boston: Houghton
Mifflin.
Resources:
Peet: An
autobiography.
Boston: Houghton
Mifflin.
Resources:
Peet: An
autobiography.
Boston: Houghton
Mifflin.
Feldman, K.,
Vaughn, S.,
Kinsella, K.,
Pearson/Prentice
Hall, Pearson
Education, Inc,
Upper Saddle River,
NJ:
Pearson/Prentice
Hall.
Feldman, K.,
Vaughn, S.,
Kinsella, K.,
Pearson/Prentice
Hall, Pearson
Education, Inc,
Upper Saddle River,
NJ:
Pearson/Prentice
Hall.
Feldman, K.,
Vaughn, S.,
Kinsella, K.,
Pearson/Prentice
Hall, Pearson
Education, Inc,
Upper Saddle River,
NJ:
Pearson/Prentice
Hall.
Feldman, K.,
Vaughn, S.,
Kinsella, K.,
Pearson/Prentice
Hall, Pearson
Education, Inc,
Upper Saddle River,
NJ:
Pearson/Prentice
Hall.
Mini BIO - Walt

Disney [Video file].
(n.d.). Retrieved
from
Kids Perspective on
Dads | The
Fatherhood Project
[Video file]. (n.d.).
Retrieved from
Resources:
Peet: An
autobiography.
Boston: Houghton
Mifflin.
Megan Pulley
EDU 4010
10-Day Unit
com/watch?
v=9hXsLTcgmLQ
com/watch?
v=htO0wSxVGyI
Lesson Sketch Day #1

Name: Megan Pulley
Grade Level & Subject: Sixth Grade English Language Arts
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:
I decided to do create this unit with a focus on biographies/autobiographies because they are currently in
the beginning stages of a biography unit in 6th Grade Language Arts at Vance Charter School.
Lesson Objective(s)
Materials Teacher Needs
Students will distinguish between

facts and opinions.
Students will cite various facts and
opinions found in the text and explain
their reasoning.
Textbook for reading passage: Stage Fright

by Mark Twain
Technology to show BrainPop video on Fact
and Opinion
Materials Students Need
Worksheet for fast finishers.

Textbook for reading passage: Stage Fright
by Mark Twain
Anticipating Student Needs
Literacy Journals
Students who finish early will be given
additional work.
Mrs. Pervis, the EC teacher, will come in the
classroom to see if support is needed during
independent work.
Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)
Hook / Warm-up: How will you set the purpose for the lesson?
Introduce Unit, letting students know that each day they will be
reading some form of biography or autobiography.
Number
of
Minutes
10 minutes
Megan Pulley
EDU 4010
10-Day Unit
Make sure they know what a(n) biography/autobiography is.

Let students know that at the end of the unit they will write their
own autobiography.
State the learning goals for the unit, and which one today will
focus on.
Tell students what they will be reading today.
Modeling: What will you show students how to do?

I will model the ways in which it is appropriate to interact with a text as I
lead them in discussion of the text.
Guided Practice: What will you engage in together as a class or
40 minutes
small group?
Together, we will read Stage Fright by Mark Twain from the

textbook.
I will ask students to volunteer to read each paragraph.
After each section is read, I will promote discussion by asking
questions about certain vocabulary words, language used, etc.
I will lead discussion about the difference between a fact and an

opinion, giving appropriate examples of each. Discuss key words
that are clues for a statement being an opinion.
Play BrainPop video on Fact and Opinion
Independent Practice: What will students do on their own?
Summary / Closure: How will you wrap-up the lesson?
To wrap it up, I will allow students to share some of what they

wrote in their journals.
Formative Assessment: How will you know what students learned /

if they met the lesson standard(s) and objective(s)?
20 minutes
In their literacy journals, students will record all the facts and
opinions that they can locate within the text that we read. They
should be able to explain their reasoning for each one as to why
they believe it is a fact vs. opinion.
I will view students literacy journals and make anecdotal notes

about their accuracy in determining facts and opinions. Code for
proficient, needs some support, needs lesson retaught.
10 minutes
Megan Pulley
EDU 4010
10-Day Unit

Name: Megan Pulley
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:
Students will build upon their knowledge of fact and opinion.
Lesson Objective(s)
Students will identify facts and

opinions within a passage of text.
Students will demonstrate their
knowledge by writing their own facts
and opinions.
Textbook for reading passage: My Papa,
Mark Twain by Susy Clemens
Technology to play video about Mark Twain
and to project image
Image of scene
Literacy Journals
additional work.
independent work.

Quick review of difference between fact and opinion.
Have students give examples of factual statements and statements

of opinion.
Review key words that are clues for a statement being an opinion.
Number
of
Minutes
5 minutes
Megan Pulley
EDU 4010

Play short biographical video of Mark Twain.
10-Day Unit
10 minutes
As we view the video, I will pause it whenever I hear a fact or

opinion and write it on the whiteboard, underlining the clue word if
its an opinion.
30 minutes
small group?
As a class we will read the first half of My Papa, Mark Twain

in the textbook.
I will call on students who raise their hand with a desire to read
(in a random order), and have each read one paragraph of the
text.
After each section, I will ask questions regarding vocabulary,
language use, make connections, etc. I will also have students
tell me if there is a fact or opinion located in the paragraph that
was read.
On the projector I will show an image of a particular scene.
In their literacy journals, students must write at least 6 possible

facts and 6 possible opinions that relate to the image. They must
underline the clue words that are present in their opinions.
Allow students to share a couple of the facts and opinions they

came up with and provide feedback.
Answer any questions they may have about why a statement is a

fact not an opinion, or vice versa.

I will review students literacy journals and make anecdotal notes

about the facts and opinions that they wrote. Code for proficient,
needs some support, needs lesson retaught.
20 minutes
6 minutes
Megan Pulley
EDU 4010
10-Day Unit

Name: Megan Pulley
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day: We will
continue reading the second half of My Papa, Mark Twain by Susy Clemens, and will continue to deepen
understanding of fact and opinion.
Lesson Objective(s)
Students will read a variety of

statements and determine whether
each of them is a fact or an opinion.
Students will write 3 facts about a
specific topic.
Students will write opinions about
facts.
Fact and Opinion Jeopardy (technology
needed)

Literacy Journals

additional work.
independent work.

Begin by reviewing what was read yesterday of the biography of
Mark Twain.
Ask students what facts and opinions they remember being written
about him?
Number
of
Minutes
5 minutes
Megan Pulley
EDU 4010

At the beginning of the year, each student in this class was
randomly assigned a number. These numbers are used occasionally
for random drawings.
10-Day Unit
5 minutes
I will draw a number from the basket to select one student. I will
model writing three facts about that student and an opinion about
each fact.
30 minutes
small group?
We will read the final half of the biography, My Papa, Mark

Twain, by Susy Clemens.
As we always do when reading, students will be called upon to read
a paragraph as they raise their hands to do so.
I will stop after every section to discuss any important vocabulary,
figurative language, etc.
Students are to be on the lookout for facts and opinions. I will
teach students the American Sign Language signs for the letter F
and O. Today while we are reading, they are to identify facts and
opinions as soon as they read them by holding up the appropriate
ASL sign: F for fact or O for opinion.
In their literacy journals, students will write three facts about a

specific person, place, or thing. They will then write an opinion
about each of the facts.
At the top of the page they are to write the name of the person,
place, or thing, as well as draw a picture of it.
For a closing activity, I will split the class into two teams and we
will play Fact and Opinion Jeopardy.

I will review students literacy journals and make anecdotal notes

about the facts and opinions that they wrote. Code for proficient,
needs some support, needs lesson retaught.
20
15
Megan Pulley
EDU 4010
10-Day Unit

Megan Pulley Edu 4010 10-Day Unit

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Megan Pulley

EDU 4010: 10-Day Unit

Technology cued for

Technology cued for

and make lists in

Textbook for reading

Book to read: Abes

Fact and Opinion

List of statements for

Mini BIO - Mark

Lincoln. New York:

will hold the ASL

focus important for

During this activity I

Text to be read: Bill

Text to be read: Bill

ability to complete it.

Think about what life

Text to be read: Bill

Text to be read: Bill

Text to be read: Bill

Mini BIO - Walt

Lesson Sketch Day #1

Materials Teacher Needs

Students will distinguish between

Textbook for reading passage: Stage Fright

Materials Students Need

Worksheet for fast finishers.

Anticipating Student Needs

Instructional Sequence / Procedures: What activities will take place

Make sure they know what a(n) biography/autobiography is.

Modeling: What will you show students how to do?

Together, we will read Stage Fright by Mark Twain from the

I will lead discussion about the difference between a fact and an

Play BrainPop video on Fact and Opinion

Independent Practice: What will students do on their own?

Summary / Closure: How will you wrap-up the lesson?

To wrap it up, I will allow students to share some of what they

Formative Assessment: How will you know what students learned /

I will view students literacy journals and make anecdotal notes

Lesson Sketch Day #2

Materials Teacher Needs

Students will identify facts and

Materials Students Need

Anticipating Student Needs

Instructional Sequence / Procedures: What activities will take place

Have students give examples of factual statements and statements

Modeling: What will you show students how to do?

As we view the video, I will pause it whenever I hear a fact or

Guided Practice: What will you engage in together as a class or

As a class we will read the first half of My Papa, Mark Twain

Independent Practice: What will students do on their own?

On the projector I will show an image of a particular scene.

In their literacy journals, students must write at least 6 possible

Summary / Closure: How will you wrap-up the lesson?

Allow students to share a couple of the facts and opinions they

Answer any questions they may have about why a statement is a

Formative Assessment: How will you know what students learned /

I will review students literacy journals and make anecdotal notes

Lesson Sketch Day #3

Materials Teacher Needs

Students will read a variety of

Materials Students Need