Fact Opinion Sorting

Overview

In this lesson, Year 3 pupils learn to distinguish fact from opinion and justify their choices using clear sentence stems. They practise through partner sorting, a differentiated writing task, and a movement plenary game.

Learning intentions

• Students will be able to identify whether a statement is a fact or an opinion.
• Students will learn that facts can be proven and opinions are based on feelings or beliefs.
• Students will justify answers using evidence from key words and phrases.
• Students will apply their learning in short sentences and a group challenge.

Success criteria

• I can sort statements into “fact” and “opinion”.
• I can explain why using a sentence starter (for example, “This is an opinion because…”).
• I can write a fact sentence and an opinion sentence about the same topic.
• I can revise my thinking when a hinge question shows I may be unsure.

Curriculum links

• Reading and understanding texts: show awareness of author purpose and distinguish between information and viewpoint.
• Writing: create sentences with appropriate purpose and audience in mind.
• Speaking and listening: contribute to discussion, justify ideas, and respond to others.
• Use of language: use connectives and sentence structures to clarify meaning.

Lesson structure (50 minutes)

1. 0–5 LI/S + quick hook Tell the class today’s focus: fact vs opinion. Display two short statements and ask, “Which one can be proved, and which one is a feeling?” (Do not correct yet—collect ideas.)

2. 5–12 Mini-teach input (guide) Teach the rule clearly:

• Facts: can be checked (“The sky is blue in daylight.”)
• Opinions: show what someone thinks/feels (“The sky is the prettiest colour.”) Point out clue words for opinions (for example, “think”, “feel”, “best”, “my favourite”, “I reckon”, “should”, “great”). Emphasise: some statements may sound true but still be opinions if they express judgement.

3. 12–20 Hinge point: quick check Say: “Which is fact and which is opinion?”

• “Ice cream is cold.”
• “Ice cream is the best pudding.” Students vote with fingers (1–2 for fact, 3–4 for opinion), then turn-and-talk for 30 seconds: “What clue word helped you?” Take 2–3 responses.

4. 20–27 Paired task: sorting cards Give each pair a set of mixed cards (10–12 statements, including a few tricky ones). They sort into two columns on paper: Fact / Opinion. Teacher circulates using a checklist:

• Do they use clue words or explanation?
• Do they correct a mistaken placement after a discussion? Prompt: “What would we need to check to make this a fact?”

5. 27–32 Whole-class hinge follow-up (teach to misunderstandings) Display 2 statements from the sorting that caused debate. Ask: “Is it a fact or opinion? What is your reason?” Model one “good justification” sentence using a stem: “This is an opinion because it tells what someone thinks.” Adjust instruction based on misconceptions (for example, students confusing “is” with fact, or assuming everything is a fact if it sounds true).

6. 32–43 Differentiated task (3 ability groups) Set three activity sheets. Group students by current readiness (keep it flexible; change groups during the task if needed).

• Group A (support): Cut-and-paste sorting plus one guided sentence frame. Students complete: “This is a fact because I can check it by…” or “This is an opinion because someone thinks…”
• Group B (core): Write one fact and one opinion about the same topic (e.g., school dinners, playground, a favourite animal). Include a justification sentence for each.
• Group C (challenge/extension): Write a short paragraph (4–5 sentences) that includes 2 facts and 2 opinions. Include at least one “clue word” for opinions and label them (Fact/Opinion) at the end of each sentence. Teacher conferencing targets: sentence accuracy, correct labelling, and justification clarity.

7. 43–50 Plenary game: Stand or Sit Arrange “Fact” on one side, “Opinion” on the other. Read statements aloud. Students choose a side by standing; if unsure, they may move to the “I’m thinking” spot for 3 seconds, then decide. After each one, ask one student: “What clue helped you?” End with a 10-second recap chant: “Facts can be checked. Opinions tell what someone thinks.”

Resources

• Statement cards (10–12 per pair), with a few tricky cases
• Fact/Opinion sorting sheet with two columns
• Sentence stem strips (shared display): “This is a fact because…” / “This is an opinion because…”
• Three differentiated activity sheets (A/B/C)
• Mini whiteboards or paper for hinge votes
• “Fact” and “Opinion” signs for the stand-or-sit area
• Timer for partner task and group writing
• Marking stickers or success criteria cards for feedback

Assessment

• Observation during paired sorting: accuracy and use of justification language.
• Hinge point responses: identify misunderstandings and adjust teaching immediately.
• Evidence from differentiated writing: fact/opinion labelling and clear reasoning in justification sentences.

Differentiation

• Support: sentence stems, guided examples, and reduced number of statements for sorting (Group A).
• Core: one fact and one opinion plus justifications (Group B).
• Challenge: short paragraph with multiple facts/opinions and required opinion clue words (Group C).
• EAL/SEN: allow oral rehearsal before writing; provide word banks for opinion indicators (think, feel, best, favourite, should); offer sentence frames and extra time.
• Extension within task: if a student finishes early, ask them to swap one fact for a checkable statement about the same topic, or swap an opinion for a more clearly judgement-based opinion.