A Way with Words Lesson Plan
Exploring the Roles of Fact and Opinion in Relaying the News

Media Literacy- Burris Middle School

Overview of Lesson Plan: In this lesson, students evaluate how facts and opinions function in relaying the news and consider the media's responsibilities in reporting the news.

Objectives

Students will:

1. Reflect on the differences between fact and opinion and the roles of fact and opinion in relaying the news.
2. Identify facts and opinions, as well as rhetorical devices, used in the Op-ed and consider their effectiveness.
3. Synthesize their reflections about the Op-ed author's conclusion by writing letters to the editor.

Materials

-student journals
-pens/ pencils
-paper
-reading packet (Examining Professional Mass Media - Functions of Newspapers)

Activities / Procedures

1. WARM-UP/DO-NOW: Students respond to the following prompt. "Fold a piece of paper in your journal in half vertically. Label the left side 'Facts' and the right side 'Opinions.' First, define each word.
2. Then, list three facts and three opinions about any element of a topic from the Star Press. Create a similar chart on the board. After about five minutes, ask each student to share a fact or opinion from his or her list, and write them on the board. What is the difference between fact and opinion? Are all facts true for everyone? Can opinions also be true? Which facts listed on the board could be opinions, and which opinions could be facts? Why is it important to know the difference between facts and opinions when reading or listening to news?
3. Have the Students answer the question from the reading. What is the benefit of reading a news story and one that correlates in the opinion section of the newspaper.
4. Divide the class into small groups, and assign each group a different paragraph of the article. Give each group a piece of paper, and have each group select a sentence from the paragraph (the more complex, the better). The "secretary" of the group should write this sentence clearly at the top of the paper. Then, as a group, students answer the following questions, writing their responses below the sentence (written on the board for easier student access):

--Is this statement an opinion or a fact, or does the sentence contain some elements that are fact and others that are opinions? Identify each. Are there elements in the statement that are neither fact of opinion? If so, what are they?
--What elements in the sentence do you feel are unsubstantiated (unsupported)? What would a reporter need to do to substantiate these claims to include the sentence in a news article?
--Do you think that opinions expressed in this sentence are emotional or intellectual in nature, and why? What is the difference?
--Do you agree with the statement? Why or why not?
If time allows, each group should present their posters to the class in chronological order. Posters should be displayed in this order on a wall in the classroom.
--What is the purpose for the editorial section of a newspaper? Why would different opinions be as important as unbiased reporting?

Evaluation / Assessment

Students will be evaluated based on initial journal responses, participation in class discussions and group exchanges, and thoughtful completion of letters to the editor.

Homework

Assign Question # 4 from the reading.

Standards

Visual Arts Standard 4- Understands the visual arts in relation to history and cultures. Benchmarks: Knows a variety of historical and cultural contexts regarding characteristics and purposes of works of art; Understands relationships among works of art in terms of history, aesthetics, and culture.

Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Uses a variety of prewriting strategies; Uses a variety of strategies to draft and revise written work; Uses a variety of strategies to edit and publish written work; Writes fictional, biographical, autobiographical, and observational narrative compositions; Writes descriptive compositions.
Language Arts Standard 2- Demonstrates competence in the stylistic and rhetorical aspects of writing. Benchmarks: Uses descriptive language that clarifies and enhances ideas; organizes ideas to achieve cohesion in writing; Uses a variety of techniques to convey a personal style and voice.

Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmark: Makes informed judgments about non-print media