EDEL453 Spring2013 MarthaRENDON Unit 4 Civics Day 5

7/30/2019 EDEL453 Spring2013 MarthaRENDON Unit 4 Civics Day 5

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Title of Unit: The Basics of Politics

Title of Lesson: Opinions Submitted By: Martha Rendon

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

A. Summary of the Lesson Plan:This lesson will be for students to start thinking about how opinions are formed. Students wil

be able to discuss and provide examples of different sources of information that are used

when forming opinions.

B. Target Population: Grade Level: 5th grade Skill Level: all skill levels Grouping: Whole group for step 1-3, table groups step 4, whole group step 5-6, table

groups step 7, whole group step 8-9, table groups step 10, whole group steps 11-13,

individual work steps 14-15, groups step 16-17, whole class step 18, whole group

closure

C. Materials: 33 copies of Venn diagram worksheet Chart paper Markers

D. Objectives:o NV State Social Studies Standards

C15.5.4 Compare sources of information people use to form an opinion.o Student-Friendly Standards

C.15.5.4 I can discuss and give examples of how opinions are formed andcomplete a Venn diagram for different sources of information.

E. Procedure:1. TW pose the question to the class, What do we know about opinions? Lets think

about the word opinion. What is the definition?

2. TW explain that an opinion is a personal belief or judgment that is not founded onproof or certainty.

3. TW ask the class, Given this definition, how are opinions formed. For example, Sandycan say that Sadie is the best friend in the whole wide world, but Dylan may think

Oscar is the best friend in the whole wide world. What is each person basing their

opinion on? Maybe its feelings because Sandy is always happy when Sadie is

around? Talk to your shoulder partner.

4. SW report back to the class what they came up with (i.e. The opinion is mostly basedon feelings.)


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5. TW then pose another scenario for the students. Now, what if you never had Ms.Rendon as a teacher, but you heard someone on the playground telling a not-so-nice

story about Ms. Rendon, maybe saying that Ms. Rendon always sends students to the

office or that Ms. Rendon is always yelling at the class. You decide that Ms. Rendon

MUST be a real mean teacher. Who or what was yoursource of information? Talk to

your table group.

6. TW explain that a source of information is a document or person from whichinformation is obtained.

7. SW share back with the class about the ideas that their groups came up with.8. TW explain, The source of information for youropinion was the person that told the

story on the playground.

9. TW ask students, Everyone has opinions. Even our parents. How do we think ourparents, or even some of us in this room, come up with their opinions? Remember tothink about different types of sources where you can get information. Talk to your

table groups and come up with as many sources as you can, but talk quietly, this is a

race! Go!

10.TW give students about two minutes to come up with as many sources of informationas possible and then, share back with the class as the teacher write down all of the

ideas on chart paper. (i.e. the news broadcast on T.V., articles online, a politician at a

political debate.)

11.TW explain to students that we will be completing a Venn diagram to compare andcontrast two forms of sources of information (ex. News articles and political debate

candidate.)

12.SW each receive a Venn diagram.13.TW explain to students that they can pick whichever two sources of information and

start doing research.

14.TW give students thirty to forty-five minutes to complete their research and InterestGroup sheets, while walking around the room monitoring work being completed and

checking for questions.

15.After thirty to forty-five minutes, SW have their worksheets checked off by teacher andhold on to their papers.

16.TW have class break out into groups depending on what is listed in their left circle ofthe Venn diagram. (ex. One group can have online news articles, another group can

have T.V. news correspondents.)

17.Students in each group will compare and contrast their answers with that of the othermembers of the group that have the same topic.


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18.Student groups will report back to the class the most important ideas the group cameup with.

19.CLOSURE: Today, we learned about opinions and different sources of information thatform our opinions. Lets be on the lookout and keep adding to our list of sources ofinformation!

F. Assessment: What will you use to measure student understanding?

I will be using student discussions, the worksheet and group work to measure student

understanding.

Explain how you will know students understand the concepts from the lesson.I will be walking around the room during discussions and research to lead struggling

students in the appropriate direction.

G. Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?

I think the easiest part of teaching this lesson will be having the students think about

opinions and how they are formed.

2. Which part will be most challenging for you to teach?I think the most difficult part of teaching this lesson will be having the students

differntiate between opinions and facts.

3. How will you follow up or extend this lesson?I want students to be able to write a R.A.F.T. type of story where they need to

influence someone elses opinion using one of the forms of sources of information.

4. What will you do for students who dont grasp the concepts?I would allow students to work with me one-on-one to clarify any part of the lesson

that may be causing confusion. For example, I would have students who may be

struggling work with me to come up with a list of different sources of information.

5. Which part of the lesson, if any, do you think might need to change?I think I would want to break down this lesson into two days to give students a

sufficient amount of time to grasp the concepts.

6. When you were writing this lesson plan, what was the most difficult part?The most difficult part was thinking about how I would word everything. Once I got

started, everything went smoothly.


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Sample worksheet

Sources of InformationName:_____________________________

Date: ______________________________

Documents

EDEL453 Spring2013 MarthaRENDON Unit 4 Civics Day 5