Nothing but the Truth

Name: Jacob Chessrown

Date: 10/14/ 2016
Cooperating Teacher: Mrs. Margo Schuch
Field Supervisor: Mrs. Vivian Szmiguel
Title of Class: 8th Grade English
Age/Grade Level: 8th Grade
Context of instruction: The students are currently reading the documentary fiction novel
Nothing but the Truth, written by Avi. On Thursday, October 13th, the students studied Point of
View and how each of their point of view on the subject of Philip Malloys suspension from
Harrison High School contributes to the overall plot and theme of the story. Todays instruction
would fit well with what the students are studying today, which is how to distinguish between
facts and opinions that are being presented in the story. I can connect my students understanding
of point-of-view from the previous lesson with todays lesson by describing how many
characters in the story, such as the Radio Talk Host Jake Barlow, from their own perspectives
consider themselves to be voicing facts when in reality they are voicing opinions. After this
lesson, I would have the students write on a notecard one fact and one opinion related to their
written fact, which I would use as an exit slip so that I would be able to assess whether or not my
students understand the difference between a fact and an opinion.
Learning Objective: The students will be able to recognize the facts and opinions that present
themselves within the documentary fiction novel Nothing but the Truth as well as be encouraged
to support their arguments regarding whether or not one character is stating facts or opinions
with evidence from the text. CCSS.ELA-Literacy.RL.8.1
Common Core Standards:
Reading Standards for Literature 6-12 for Grades 9-10
Key Ideas and Details:
1. Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.RL.8.1
2. Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.68.8

Anticipated challenges: Some students may have a hard time distinguishing a fact from an
opinion provided in the novel Nothing but the Truth. I would be able to remedy this situation by
reminding the students that a fact can be proven true by evidence while an opinion can neither be
proven true nor false.
Anticipated Preconceptions: I expect that the students already have some prior knowledge in
regards to how to classify things as either facts or opinions. The students should also be aware
that each character has a different point of view. Finally, some students may hold the
preconception that Philip Malloy was suspended for singing the Star-Spangled Banner and
consider it a fact. With the students prior knowledge of fact vs opinion as well as point of
view, I would be able to use it to help start my lesson.
Modifications: If I found that a student was absent the day this lesson was being taught in class,
I would ask one of the students whom I would know from prior class experience had no history
of experiencing difficulty in regards to paying attention and taking notes, to take notes on the
days lesson for the absent student. The next day when the student returns to class, I would ask
Mrs. Schuch during either the students independent reading time or during their writing time for
my notetaking volunteer to step outside the classroom with the absent student and explain to him
or her what was taught in yesterdays class. Another accommodation that could be made is for
myself to record the class and upload the audio file onto Google Drive. I would then email the
audio fill to the absent student so that he could listen to the lesson from home so that he or she
would be prepared for the next days class when they return.
Description of Lesson:
Launching Activity: Fact vs. Opinion Handout- 5 minutes= I would start the lesson by asking
the students to spend two minutes responding to a handout which offers a definition for both a
Fact and and Opinion. The handout asks the students to label F for Fact and O for
Opinion for a series of questions that are both facts and opinions. As the students are working,
I would be working on the assignment alongside them so that I can provide a model for how the
students should use the two minutes provided, to work. After two minutes, I would engage in a
small discussion with the students, I would describe the difference between a fact and an opinion,
as well as ask some of the students to share some of the answers they had provided on their
handout. I would then transition into Act One of the lesson by describing how the novel Nothing
but the Truth contains many different opinions shared by the characters who fail to recognize
facts such as the real reason for Philip Malloys suspension.
1. Fact vs. Opinion in Nothing but the Truth- 5 minutes= The students at this
point should be able to begin distinguishing facts from opinions. Using the students prior
knowledge from previous readings of the novel as a class as well as from our class
discussions, I would have the students look at five quotes provided by characters from
Nothing but the Truth, which would be presented on a Google Slideshow. I would ask the
students for each quote provided to tell me which character provided the quote and if that

character was stating a fact or an opinion? Depending on their responses, I would explain
why they were right as well as why they were wrong.
2. Read-Aloud Activity- 15 minutes= In this part of the lesson, I would lead the
students in a class reading of Nothing but the Truth. Our class is currently on Chapter 15
of the novel and would begin reading from page 124, starting from the section entitled
8:10 A.M. Transcript from the Jake Barlow Talk Show. As in previous Read-Aloud
Activities, I would chose students to take turns reading each section of a chapter and once
a section to read, occasionally pausing either during or after the section to have a brief
discussion regarding what was just read. However, with this activity, in order to ensure
that this activity aligns with my Standard and Learning Objective, I would ask the
students when we pause to describe whether the character being discussed was voicing a
fact or opinion. During our discussions, I would encourage the students to cite evidence
from the text to support their arguments as to whether or not the character being
discussed is voicing a fact or opinion. For example, when we pause on page 125 in the
section that centers around Jake Barlows point of view, I may ask When Jake Barlow
says the teacher is to blame for Philips suspension, is he stating a fact or an opinion? A
student would then offer a reply and then be encouraged to provide an example from the
text that supports his or her answer. I plan on pausing at pages 125, 127. 129, 131, and
133 to discuss the reading with the students.
3. Fact Versus Opinion Song/Exit Slip-5 minutes= I would wrap up the lesson by
playing a song on Youtube for the class entitled Fact Versus Opinion Song which goes
over what the students had just learned in class to help reinforce what was covered during
this lesson. At the end of the song, I would have the students write on a notecard one fact
and one opinion that relates to it. For example, I would share with the students my own
response on a notecard which would read Fact: George Washington was the 1st
President of the United States of America. Opinion: George Washington was the best
American President of all time. The notecard would serve as their Exit Slip, which
would allow me to assess whether or not my students are able to tell the difference
between facts and opinions.
Assessment: I would be able to informally assess whether or not my learning objective had been
met by gauging the quality of the students responses during our class discussions. For example,
if I find that the students are drawing evidence from the text to support their arguments as to
whether or not a character is voicing facts or opinions, I would know that my learning objective
had been met. I would also be able to informally assess whether or not the students understand
the difference between what categorizes a fact and opinion by collecting their Exit Slips at the
end of class and reading over their responses.