Sorting Facts and Opinions

Overview

In this fourth lesson of the “Labels, Facts and Sentences” unit, pupils learn that a fact is information that is true and can be checked, while an opinion is what someone thinks or feels. They build on earlier work with labels and simple sentences by listening to, reading and sorting short statements about familiar animals.

Learning intentions

• WALT recognise a fact.
• WALT distinguish a fact from an opinion.
• WALT explain why a statement is a fact or an opinion.
• WALT speak and write in complete sentences.

Success criteria

• I can identify a fact.
• I can identify an opinion.
• I can sort a statement into the correct group.
• I can give a reason using “It is a fact because…” or “It is an opinion because…”.

Curriculum links

• English — Reading comprehension: distinguishing between statements of fact and opinion.
• English — Writing composition: sequencing sentences to form short narratives and communicate ideas.
• English — Vocabulary, grammar and punctuation: leaving spaces between words.
• English — Vocabulary, grammar and punctuation: using headings to aid presentation.

Lesson structure (45 minutes)

1. 0–5 min · Hook and introduce. Open with the animal mystery hook showing a striking close-up photograph of an animal and ask, “What do you notice, and what do you think?” Teacher records one checkable statement and one personal response under the headings Fact and Opinion. Pupils talk to a partner, then share one sentence; explain that today they will learn the difference.

2. 5–15 min · I do: model. Use the fact and opinion teaching slides to introduce the definitions: a fact is true and can be checked; an opinion is what someone thinks or feels and may be different for different people. Model statements about a familiar animal, for example, “A penguin has feathers,” “Penguins are funny,” “A cat has four legs” and “Cats are the best pets.” Think aloud: “I can check whether a penguin has feathers, so this is a fact. ‘Funny’ tells me what someone thinks, so this is an opinion.” Highlight the key clues can check, I think, best, lovely and boring. Pupils repeat the definitions and show a fact or opinion action with their hands.

3. 15–27 min · We do: sort together. Display the two headings Fact and Opinion from the sorting activity slides. Give pairs mixed teacher-prepared statement cards about animals, using simple text and pictures where needed. Read each card aloud, then invite pupils to place it under the correct heading. After each choice, ask, “Can we check it?” or “Could someone think differently?” Pupils rehearse the response: “It is a fact because…” or “It is an opinion because…”. Address misconceptions, especially that an opinion is not simply a wrong fact.

4. 27–35 min · We do: justify and move. Show six new statements one at a time on the movement sort slides. Place a Fact sign on one side of the room and an Opinion sign on the other. Pupils move to their chosen side, then discuss their reason with a partner. Select pupils to justify an answer and invite the class to agree, disagree politely or change position when they hear a convincing reason.

5. 35–42 min · You do: classify independently. Distribute the fact and opinion sorting worksheet. Pupils read or listen to short animal statements, circle or colour Fact or Opinion, and complete a reason sentence for at least three choices. Early writers may draw a tick, match symbols or dictate their explanation to an adult. Confident pupils write one additional fact and one opinion about an animal and explain how they know the difference. Circulate, checking that pupils classify according to meaning rather than whether they personally agree.

6. 42–45 min · Plenary and exit check. Return to the plenary and exit prompt. Ask pupils to decide whether “Rabbits are soft” is a fact or an opinion and explain why; discuss that it may be based on something observable but “soft” can still express a judgement depending on context. On a small piece of paper, pupils write or draw one fact and say one opinion to a partner before leaving.

Resources

• the complete fact and opinion slide deck
• the fact and opinion sorting worksheet
• Teacher-prepared animal statement cards
• Animal photographs or picture symbols
• Fact and Opinion heading cards
• Board and pens
• Small paper for the exit check

Assessment

• Listen during partner talk and card sorting for accurate use of fact, opinion, check and think.
• Question pupils during movement sorting: “How do you know?” Note pupils who classify correctly but cannot yet explain their reasoning.
• Review the worksheet and exit responses, identifying whether each pupil can classify and justify at least one statement.

Differentiation

• Support SEN and EAL pupils with photographs, symbols, repeated oral language, gestures and simplified statements. Read every statement aloud and provide the stems “It is a fact because…” and “It is an opinion because…”.
• Pair pupils strategically and allow pupils to respond by pointing, moving, drawing or speaking before writing. Use colour coding: green for fact and blue for opinion.
• Provide a small adult-led group with two choices at a time and rehearse the question “Can I check it?” before returning to the independent task.
• Challenge advanced pupils to write an additional fact and an opinion about the same animal, explain the difference, and improve an opinion by adding “I think…” or “In my view…”.

Extension

• Ask pupils to find a fact and an opinion in a simple animal book or classroom text and record them under the correct headings.
• Invite pupils to create two new statements for a partner to classify, then explain the answer.