Opinion vs Fact
This worksheet can help students develop their abilities sorting facts from opinions.
It is part of a larger unit on information reports that was written to enhance students’ understanding and abilities in researching and writing information reports.
Learning goals
- We are learning to analyse how text structures and language features work together to meet the purpose of a text.
- We are learning to use comprehension strategies to interpret and analyse information, comparing content from a variety of print and digital sources.
- We are learning to analyse strategies authors use to influence readers.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
- We are learning to re-read and edit work using agreed criteria and to explain our editing choices.
- We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.
- We are learning to analyse how text structures and language features work together to meet the purpose of a text and to engage and influence audiences.
- We are learning to use comprehension strategies to build literal and inferred meaning and to connect and compare content from a variety of sources.
- We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
Curriculum alignment
AC9E6LY03
9
Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
AC9E6LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
AC9E6LY06
9
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
ACELY1713
8.4
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
ACELY1717
8.4
Use a range of software, including word processing programs, learning new functions as required to create texts
ACELY1715
8.4
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
ACELY1714
8.4
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
ACELY1801
8.4
Analyse strategies authors use to influence readers
ACELY1711
8.4
Analyse how text structures and language features work together to meet the purpose of a text
EN3-5B
old
Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
EN3-3A
old
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-HANDW-02
new
Selects digital technologies to suit audience and purpose to create texts
EN3-HANDW-01
new
Sustains a legible, fluent and automatic handwriting style
EN3-SPELL-01
new
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
EN3-CWT-01
new
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
EN3-RECOM-01
new
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
VCELY361
Use a range of software, including word processing programs, learning new functions as required to create texts
VCELY359
Reread and edit own and others’ work using agreed criteria and explaining editing choices
VCELY358
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
VCELY345
Analyse strategies authors use to influence readers
VCELY347
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
If students are struggling with the difference between fact and opinion, please try our ‘Fact or Opinion Game’ available on Teach This.