In this lesson, students review the difference between facts and opinions and learn how to use both to support a persuasive thesis statement. They move from whole-group practice to small-group collaboration and finally to independent planning for their own essays.
🎯 Learning Objectives
Students will:
Review the characteristics of facts vs. opinions.
Correctly identify whether a statement is a fact or an opinion.
Generate facts and opinions that support a given thesis statement.
Create a fact/opinion chart for their own persuasive essay topic.
📦 Materials
For Activity 1 (Whole Group)
Chart paper or whiteboard
Marker
Chart divided into two columns: Fact | Opinion
For Activity 2 (Groups)
Large sheets of chart or butcher paper (1 per group)
Markers (1 per group)
Projector or board space for modeling
Teacher-prepared sample thesis and statements, such as:
Sample Thesis: School lunch periods need to be longer.
Sample Statements (to sort):
Eating at a fast rate is not good for the digestive system and can lead to stomach disorders. (fact)
I believe that eating quickly is a bad habit. (opinion)
For each group: a thesis statement pre-written at the top of their chart with two labeled columns underneath: Facts and Opinions
Sample group thesis options (choose topics your students care about):
A leash law is needed in our community.
Our school science textbooks are outdated.
Trailers are not effective school classrooms.
📝 Lesson Procedure
Prewriting
Students brainstorm issues they care about and choose one to turn into a thesis statement. Explain that today they will practice gathering facts and opinions to support a thesis.
Whole-Group Review
Display the “Fact” and “Opinion” chart. Discuss what makes a fact a fact and what makes an opinion an opinion. Record student ideas under each heading. Read a few sample statements aloud and have students decide if each one is a fact or an opinion using a simple thumbs-up/thumbs-down signal. Clarify why each statement belongs in its category.
Teacher Modeling
Show the sample thesis: School lunch periods need to be longer. Display each prepared statement. Have students determine whether the statement is a fact or an opinion and place it in the correct column on the sample chart. Point out how both types of statements can support a persuasive argument.
Cooperative Group Activity
Give each group a chart with a thesis at the top and two columns labeled “Facts” and “Opinions.” Groups brainstorm ideas that support the thesis and record them in the correct column. Circulate and provide guidance as needed. Allow about 5–8 minutes of work time.
Whole-Class Sharing
A spokesperson from each group shares the group’s thesis and a selection of facts and opinions they generated. Groups briefly explain why each idea belongs in its category. Invite the class to listen for strong reasoning and clear examples.
Independent Practice
Students return to the thesis they created during the prewriting phase. Each student makes a personal fact/opinion chart. They list several facts that support their thesis and several opinions that strengthen their argument. When charts are complete, students are ready to begin drafting their persuasive essays.
