This lesson plan outlines a first grade lesson on distinguishing between facts and opinions. The teacher candidate provides details on lesson preparation such as unit focus, learning standards, and objectives. The plan includes sections on instructional planning such as prior knowledge connection, anticipatory set, differentiation strategies, and a reflection. Key aspects covered are introducing facts and opinions using examples, a KWL chart, group work with partners, and a fact/opinion worksheet and game for assessment. Differentiation strategies aim to engage all students including those with special needs.

1. Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will
talk about the two words just as utilizing key vocabularies to
decide whether it is an opinion or fact. This exercise will allow
students to become good writers and readers. This unit acts as
an introductory lesson for students to start writing an opinion
paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-
determined partners. The reason being some behavioral students
perform better with their peers. Student’s comprehension is
enhanced when the teacher makes sure all students are involved
and focused. The instructor will move around the classroom to
manage the classroom while students are working in a group of
two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-
LITERACY.W.1.1,

2. CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact
and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of
each vocabulary so that every learner comprehends the types of
passages. For instance, students should decide if the passage is
an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a
fact. They should as well as listen to their ideas and determine
whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and
opinion game, crayons, fact or opinion worksheet, whiteboard,
computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class
discussion about facts or opinions by asking students whether
they have ever heard about the two words. Students will be
given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the

3. board. The teacher will explain the sentence that is a fact and
one that is an opinion. Fact: I went to my friend’s place twice
this week. Opinion: the best dish in the world is spaghetti.
Every pupil will be given two sticky notes and opinions on each
of them. Pupils are allowed to select the written sentence and
determine which one is a fact and opinion. To help students
understand why they labeled each sentence and its meaning, the
teacher will initiate a discussion to transpire that. Subsequently,
students with the aid of the instructor will understand the
sentence that is a fact and which one is an opinion.
Time Needed
10 min
Multiple Means of Representation
· Fact and opinion will be the key terms defined by the teacher
to enhance the student’s understanding. To achieve this
objective, a whole-brain teaching method will be used whereby
the teacher will say, and the pupils repeat with hand signals.
· On a whiteboard, the educator will draw a KWL chart, to
enable all pupils to examine what they know, what they wish to
know, and what they have understood. In the response diagram,
pupils will demonstrate what they think about Howler monkeys.
Thereafter, the instructor will ask pupils what they are looking
forward to gaining from Howler monkeys and compose their
reactions on the graph.
Differentiation
Throughout the lesson, the teacher will involve students by
using different learning needs because it includes physical
interaction, visuals, writing, and discussion. The student from
topic 4 will benefit from Flocabulary video, the interactive
game, and peer interaction. Special needs students learn best
when they are engaged in the classroom instead of just
following the traditional style of sitting and listening.

4. Time Needed
10 min
Multiple Means of Engagement
· To connect with pupils, the instructor will continue with pre-
read which will comprise of flipping through the book to search
for facts.
· The educator will read loudly to the class about Howlers
monkey.
· Then, to determine whether other responses are facts or
opinions, the educator will refer back to the KWL chart.
Students will differentiate why they are called fact or opinion
by the aid of the teacher.
· Afterward, students independently on the worksheet will
demonstrate their understanding.
Differentiation
· To accommodate every student, activities such as re-reading
sentences for clarification will be emphasized with simplified
guidelines. These students will be allocated enough time to
complete their worksheet assignment and to process
information. In case they feel frustrated, they will be reminded
if important and expected to utilize their stop, select, and go
tool kit for completing assignments. After completing the task,
the students will earn their reward. Those who complete the task
first, they can color the howler monkey coloring page.
Time Needed
10 min
Multiple Means of Expression

5. Every child will be monitored by the teacher as they interact in
the game. Students will be considered have mastered the
concept when they have answered 8 questions correctly out of
10on the game. The teacher will circulate in the classroom to
help struggling students by scaffolding as necessary to help
them gain understanding. Also, during the discussion, the
teacher will monitor every pupil’s answer and provide
immediate feedback for their responses.
Differentiation:
Special need students should not type or select answers on them
but instead allowed to orally give answers. Additionally, they
can draw pictures or give examples to demonstrate
understanding. Pupils are as well given more time to process
questions and provide answers.
Time Needed
10 min
Extension Activity and/or Homework
· Together with their parents at home, students should read a
short book. Every student should come the following day with a
written homework of 5 sentences and determined whether they
are fact or opinion and become part of the morning work.
Time Needed

6. 5 min
Reflection: Creating a lesson plan for 1st-grade students about
fact and opinion requires of me as a teacher to introduce the
lesson by reading a short storybook to look for facts and
opinions. To do this, I gave my students standardized tests for
my students to encounter opinions and fact questions. Now and
then, they'll need to recognize between opinion and fact
statements, though in most cases they are called upon
determining if a statement within the text is opinion and fact. I
ensured my students understand this by modeling them in
groups, allowing students to work autonomously, and practicing
in small groups. Additionally, I read through a short storybook
and ask my students to state whether the sentences are facts or
opinions. Practice with a few passages, going sentence by
sentence, and request that pupils defend and clarify their
reasoning.
Also, students using the smartboard are adequately prepared for
the group sorting game, which is also used in assessing
student’s lessons. The number of activities pupils participated
in the lesson enabled the educator to decide on how to apply the
scores from the sorting game as a student’s appraisal to measure
their performance and understanding. To ensure the 504 pupils
and ESL learners have participated in the planned activities, I
selected materials and activities that were matching with the
lesson and this would certainly make pupils comprehend the
ideas along with the lesson. Also, it was significant to align the
lesson plan, materials and activities with Arizona state
standards.
References
Hinkel, E. (2015). Effective curriculum for teaching L2
writing: Principles and techniques. Routledge.
Sieberer-Nagler, K. (2016). Effective Classroom-Management &

7. Positive Teaching. English Language Teaching, 9(1), 163-172.
Answer Question
Week One Discussion
Do you believe it continues to be essential to study diversity?
Citing at least two peer reviewed studies on the subject, present
to the class evidence that suggests Sociological studies of
diversity remain relevant, or if you believe to the contrary,
present peer reviewed evidence to support that position.
Peer Review 1:
Dalfonso:
In the United States, we have a myriad amount of backgrounds.
These backgrounds will somehow affect you one way or another
as they make up the leaders, employees, students, customers,
business partners, consultants, and volunteers you might be
dealing with on a daily basis. As one digs deep into these
individuals, one may notice that their characteristics can differ
from your own. These individuals may have different gender,
race, skin color, age, ethnicity, sexual orientation, socioecomic
status, dialect, disability, spiritual, religious, ancestry, and
cultural than your own. Although there are more characteristics,
we can clearly conclude that diversity is very complex. This is
why it is very imperative to study diversity, as it will provide us
with information to dealing with certain individuals on a daily
basis. Cultural diversity “clearly helps us to better understand
the types of roles that individuals from a variety of diverse
backgrounds perform in the workforce” (Byrd & Scott, 2014,
p.6). One could conclude that with all of these characteristics,
there are many misconceptions of diversity as well. Most
studies suggest that we must examine diversity in order to
understand our social construct. If our social construct contains
all types of backgrounds, then this can diminish discrimination
and other discrepancies that undermine certain individuals of
our society. However, most research suggests, “ideological
climates remains underdeveloped, even though they serve a

8. central function in enforcing and legitimizing a given social
structure” (Fasel et al., 2013). If we do not study diversity, we
are subject to more discrimination and oppression of certain
individuals. This is why it is important to not only continue the
study of diversity, but also encourage others in hopes to one-
day end discrimination.
References:
Byrd, M. Y., & Scott, C. L. (Eds.). (2014). Diversity in the
workforce : Current issues and emerging trends. Retrieved
from https://ebookcentral.proquest.com
Fasel, N., Green, E. G. T., & Sarrasin, O. (2013). Facing
cultural diversity: Anti-immigrant attitudes in Europe. European
Psychologist, 18(4), 253–262. https://doi-
org.nuls.idm.oclc.org/10.1027/1016-9040/a000157
Peer Review 2:
Chu:
Diversity continues to be essential to study in the workforce.
With a variety of “racial backgrounds bring different life
experiences and understandings with them” (Packard, 2012).
However, some may view diversity in the workplace as an
advantage or disadvantage for them. It is possible that
“individuals may believe that diversity is associated with
increased opportunities for minority group members and
decreased opportunities for members of majority groups”
(Unzueta & Binning, 2012). Although some individuals are
looking at diversity as an opportunistic approach, without it,
advancement in technology, travel, and communication may not
be what it is today. With a variety, diverse, group of people will
“results in a more diverse collection of thoughts, ideas, and
opinion” (Packard, 2012). These different ideas and thoughts
collaborate and fill in the gaps that may be missing if there
were only one monotoned thought to create and build.
References
Packard, J. (2012, July 24). The Impact of Racial Diversity in
the Classroom: Activating the Sociological Imagination - Josh
Packard, 2013. Retrieved from

9. https://journals.sagepub.com/doi/full/10.1177/0092055X124517
16.
Unzueta, M. M., & Binning, K. R. (2012). Diversity Is in the
Eye of the Beholder: How Concern for the In-Group Affects
Perceptions of Racial Diversity. Personality and Social
Psychology Bulletin, 38(1), 26–38.
https://doi.org/10.1177/0146167211418528
Throughout this course you will read scholarly work on
questions of diversity, exclusion and inclusion. You will write a
weekly blog reflecting upon those issues, but rather than
offering an unsubstantiated opinion on these matters, you’ll be
expected to offer a unique but informed opinion supported by
scholarly research and empirical evidence.
You will have freedom to choose the topic and the particular
angle of the issue as you wish to explore it, but there are some
clear parameters you’ll need to follow.
Each blog entry must have:
1. Minimum 500 words (15% penalty for falling short of the
word count)
2. 1 citation from academic source materials read that week in
class. This must be cited with a page number and author.
Sources may not be reused week-to-week.
3. 1 citation of an academic source (a relevant peer-reviewed
article) from outside of class. See the writing guide to
determine what is an appropriate source. Hint: Wikipedia is not
an academic source. Sources may not be reused week-to-week.
4. 1 citation of a news media article relevant to the topic.
5. At least 1 audio or visual element that adds substantial
content to support your argument. This could be a link to a
video, pictures, etc.
Peer Review 1:
Kelly:
We are all born into a certain class, race, gender, socio-
economic group and other identifiers that uniquely shape how

10. we look at the world and how others look at us. Not only does
each single identifier shape a person but, we often see ourselves
as many things. We may be a black woman, a Muslim man, a
poor immigrant, etc. The separation between each identity is
not always clear. Removing an individual's race from their
gender, socio-economic background or other factors which
shape their identity is tricky because there are social constructs
which have developed over centuries. The culture of our
society and those belief systems influence our actions and
reactions to our environment. They also may influence how
others treat us.
In The Yellow Wall-Paper by Charlotte Perkins Stetson,
we read a story about a woman in the 19th century whose life is
shaped by the societal expectations of women at the time. This
is a tragic story about a woman who, even against her own best
instincts, follows her husband's direction because women were
thought to know less than a man. "-what is one to do?
Personally, I disagree with their ideas…But what is one to do?"
(648) Ultimately, the story ends tragically but, everyone in the
story is conducting themselves according to societal norms with
no understanding of the inaccuracy of their beliefs. It has only
been in the relatively recent past that women have been thought
of in more equal terms. There has been a long history of bias
and misinformed practice of treating women as less intelligent,
weak or nervous. The social construct is still in the psyche of
many women (and some men) who even today will shape their
outlook based on that belief system.
A similar concept is that of intersectionality. This
holds that individual's who are marginalized can face a dual or
multi-identity. A woman who is black can feel less empowered
because of both her gender and her race. She can’t separate
herself from her race when she thinks about being a woman; she
isn't simply a woman, she is a black woman. It may not even be
society that is marginalizing an individual, they themselves may
find it difficult to feel they are separate from an identifier. In
this week's course notes Black Skin, White Masks (1952) we

11. hear Frantz Fanon who always identifies as black when he is in
the company of whites regardless of his own understanding of
his intelligence. He feels less equal because of his race.
This intersectionality has occurred in the field of
science which traditionally has not been a place where African
Americans or women sought careers. There have been some
black women who have successfully persevered in this field but,
not without resistance and their own self-doubt. In the
article Sisters in Science, Conversations with Black Women
Scientists About Race, Gender and Their Passion for
Science, Diane Jordan who is a black female scientist,
responded when asked about the influence of race and gender on
her scientific career that, “You have to consistently prove
yourself as an intellectual being…the questions or perceptions
that seem to instantly enter the mind of a person of another race
are, ‘What are you doing here’…Most often you are thought of
as a maid or some other working-class occupation…You are
always underestimated.” When asked if she could distinguish
between race and gender issues she said, “They both feel the
same and they both are painful. I can’t differentiate between
them.” (132)
The recent Women’s Movement which culminated in
marches all over this country claimed to be intersectional
activism, in that they did not focus on issues related just to
white women. As stated in the Washington Post article dated,
July 8, 2017 by Michael T. Heaney, “organizing and policies
that address a wide variety of issues, including discrimination
by sex, gender, race, ethnicity, sexuality, class, nationality,
disability, religion and other marginalized statuses.” The topic
of intersectionality, where we see and are seen in terms of
multiple parts of ourselves is an important one and well worth
further study and understanding. Intersectionality and social
constructs exist. It’s important to recognize them in our own
biases as well as others and work to overcome the urge to put
people into stereotypes.
References:

12. Gillman, Charlotte Perkins. "The Yellow Wall-Paper. Small &
Maynard 1899.
Jordan, Diann. Sisters in Science, Conversations with Black
Women Scientists About Race, Gender and Their Passion for
Science. Purdue University, 2006.
Heaney, Michael T. "Is the Women’s March focused on white
women — or does it promote intersectional
activism?" Washington Post, July 8, 2017.
Darrow Miller and Friends. "Intersectionality, the New
Tribalism." https://www.bing.com/images/search
Peer Review 2:
Allen:
Sociological diversity is comprised of many things. Everything
from gender, race, societal class, and religion can cause
diversity between groups of people. Sociological diversity is
affected from before you are even born, causing people to
assume a good bit about the person you are based on these facts,
and the family you are born into. One topic that is of great
concern today is equality and diversity between men and
women.
In the story "The Yellow Wall-Paper," a woman is desperately
crying out for medical care while her more knowledgeable and
well respected husband and brother think they know what is best
for her, and recommend a certain type of treatment. She
continuously protests that the treatment is not only not working,
but possibly causing her and her symptoms to become worse.
"...but you really are better, dear, whether you can see it or not.
I am a doctor, dear, and I know." (The Yellow Wall-Paper, by
Charlotte Perkins Stetson, pg 652). This type of thinking is
largely due to the fact that women were not taken as seriously
in the time frame this was written, nor where they well
respected. Even as recently as the 1950's century women were
being hospitalized and institutionalized for hysteria, and it was
said women were more susceptible to hysteria because they are
more at risk for being lazy and irritable. Men did not need a
credible reason for their wives, sisters, etc, to be hospitalized

13. for mental health afflictions such as depression
(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3480686/) .
To leave women and their mental health, there has also been
many issues in diversity in regards to women in the workplace.
As men used to be consider smarter and more capable, women
were automatically assumed to take on the role of "care taker,"
while the men would leave for long hours to bring financial
gains to there family. In this same way of thinking, if a person
was needed for cheap labor or someone "expendable" was
needed, it was often to the women they turned. These same
women were often the first to be laid off when the larger
numbers were no longer needed
(http://hrlibrary.umn.edu/edumat/IHRIP/circle/modules/module4
.htm). Today many women still suffer because when a man and
a woman compete for the same full time job, the man is often
chosen over the woman
(https://www.dol.gov/wb/stats/NEWSTATS/latest/parttime.htm#
four). Also when a man and a woman perform the same job,
often times the man will get paid at a higher rate than the
woman (https://www.payscale.com/data/gender-pay-gap).
In short, throughout history women have suffered because
having been born women, it was assumed they were not as smart
or as capable as a man. This has affected women in all aspects
of their lives from their marriages to their professions, and even
whether they will be hired or paid equally. This is a battle that
is still being fought, and because of this, it is important that we
continue to study diversity and utilize our findings to try and
bring equality to all people, race, gender, and societal status
aside.
Works cited:
The Yellow Wall-Paper by Charlotte Perkins Stetson
https://www.dol.gov/wb/stats/NEWSTATS/latest/parttime.htm#f
our (visual aid)
http://hrlibrary.umn.edu/edumat/IHRIP/circle/modules/module4.
htm
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3480686/

14. https://www.payscale.com/data/gender-pay-gap
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.

15. National/State Learning Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will

16. accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what

17. they will be learning in this lesson and gaining student interest
for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to
prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.

18. Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.

19. How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the
white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL):
· Students with special needs:

20. · Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.

21. For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.
Explain how you will differentiate assessments for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):

22. Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Time Needed