Fact vs Opinion

Lesson Overview

Unit: Fact vs. Opinion Exploration (Lesson 1 of 6)
Duration: 60 minutes
Class: KS1 (Year 2)
Class Size: 24 pupils
Subject: English
Curriculum Link: National Curriculum for England - English Key Stage 1

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Understand and explain the difference between a fact and an opinion.
• Identify examples of facts and opinions in simple sentences.
• Recognise why it is important to know whether something is a fact or an opinion.

National Curriculum Links:

• English - Spoken Language (Years 1-2):
  Pupils should be taught to articulate and justify answers, arguments and opinions.
• English - Reading Comprehension (Years 1-2):
  Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that which they can read independently.
• English - Writing (Years 1-2):
  Discuss what they have written with the teacher or other pupils.
• English - Composition:
  Pupils should be taught to write sentences by saying out loud what they are going to write about, composing a sentence orally before writing it.

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Resources Needed

• Whiteboard and markers
• Printed sentence cards (12 fact cards + 12 opinion cards, large enough for group activity)
• "Fact or Opinion?" sorting mats (two sections labelled clearly)
• Storybook or short factual text excerpt (age-appropriate)
• Visual aids/posters showing definitions and examples
• Mini whiteboards and pens for pupils
• Stickers or stamps for positive reinforcement

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Lesson Structure

1. Starter Activity (10 minutes)

Objective: Stimulate curiosity and prior knowledge

• Gather pupils on carpet for a circle time discussion.
• Teacher writes the words Fact and Opinion on the board.
• Ask: "Does anyone know what a fact is? Or what an opinion is?"
• Write pupils’ suggestions under the two words (accept all answers at this point).
• Introduce simple definitions:
  • Fact: Something true that can be proven.
  • Opinion: What someone thinks or feels – it could be different for other people.

Engagement Tip: Use voice variation and facial expressions to show emotions linked to opinions (e.g., "I love ice cream!" vs. "Ice cream is cold.")

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2. Main Teaching Input (15 minutes)

Objective: Establish understanding and provide clear examples

• Show two simple sentences on the board:
  • "The sky is blue." (Fact)
  • "Blue is the best colour." (Opinion)
• Discuss why one is a fact (proven by looking up at the sky) and the other is an opinion (different people like different colours).
• Use interactive questioning: "Can anyone tell me if this sentence is a fact or opinion?"
• Introduce the importance of distinguishing facts and opinions in stories, conversations and information found in books or on TV.

Curriculum Focus: Encourage pupils to articulate reasoning behind choices to develop spoken language and reasoning skills.

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3. Group Activity – Sort It Out! (20 minutes)

Objective: Apply knowledge through collaboration and hands-on sorting

• Divide pupils into 6 groups of 4 (mixed ability).
• Give each group a set of printed sentence cards – half facts, half opinions.
• Provide each group with a "Fact or Opinion?" sorting mat.
• Groups read each card aloud, discuss, then place it on the correct side of the mat.
• Teacher circulates, prompts reasoning ("Why do you think it’s a fact?"), and supports groups.

Differentiation: Support weaker readers with paired reading or pictures; challenge advanced pupils to explain reasoning orally.

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4. Whole-Class Discussion and Reflection (10 minutes)

Objective: Reinforce learning and self-assessment

• Come back together as a class.
• Invite groups to share one fact and one opinion they found and explain their reasoning.
• Teacher clarifies or corrects gently where necessary.

Reflection Prompt: Ask pupils why it might be important to know the difference between facts and opinions in stories, conversations, or TV shows.

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5. Independent Plenary Task (5 minutes)

Objective: Consolidate and check understanding

• On mini whiteboards, pupils write one sentence they think is a fact and one they think is an opinion (teacher can prompt with examples).
• Quick show and tell: Pupils hold up boards; teacher offers immediate praise or prompts with questions.

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Assessment and Feedback

• Formative assessment through observations during group discussions and sorting activity.
• Listen for correct use of vocabulary ("fact", "opinion") and accuracy in sorting.
• Use plenary mini-whiteboard task as a quick written check.
• Provide immediate verbal feedback to support learning and correct misconceptions.

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Extension Ideas / Homework

• Pupils collect one fact and one opinion from books, TV, or conversations at home to share in the next lesson.
• Create a “Fact vs Opinion” poster in pairs to display in classroom.

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Differentiation and SEND Support

• Pair weaker readers with supportive peers.
• Use visual cues and realia to explain abstract concepts.
• Provide sentence starters for writing tasks.
• Allow extra thinking time and use of communication aids where necessary.

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Teacher Notes

• Emphasise the practical importance of distinguishing facts and opinions beyond academic work – for example, recognising advertising, news or storytelling techniques.
• Use concrete examples relevant to pupils’ everyday experiences to maintain engagement.
• Maintain a positive, encouraging tone to ensure all pupils feel confident in sharing ideas, even if unsure.

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This lesson lays a foundational skill for critical thinking and comprehension targeted at KS1 learners, providing a scaffold for more complex work in later lessons of the unit.